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ESOL Methods. Overview and Resources. English Development Goals. Goal 1: to use English to communicate in social setting Goal 2: to use English to achieve academically in all content areas Goal 3: to use English in socially and culturally appropriate ways - PowerPoint PPT Presentation
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ESOLMethods
Overview and Resources
English Development Goals
Goal 1: to use English to communicate in social setting
Goal 2: to use English to achieve academically in all content areas
Goal 3: to use English in socially and culturally appropriate ways
Revised standards will be published by TESOL (www.tesol.org).
6 Skills to Develop in English
Listening
Speaking
Reading
Writing
What to say, to whom, in what context
Thinking critically and creatively
What do our ELLs need to master in order to function linguistically?
The sound system of the language
The vocabulary of the language
The syntax and grammar of the language
The pragmatics and sociolinguistics
Teachers need to know
Phonology: The sound patterns of language Morphology: The words of language Syntax: The sentence patterns of language Semantics: The meanings of language
Pragmatics: The influence of context Discourse: Oral and written interaction
Non-Verbal Communication: up to 93% of communication! Etiquette & Protocol
Communicative Competence
Canale (1983, pp. 14-17)
Grammatical Competence: knowledge of language code
Sociolinguistic Competence: knowledge of the norms of interaction
Discourse Competence: ability to connect utterances
Strategic Competence: manipulation of language to meet communicative goals
Technology Multimedia computing, the Internet, and the World Wide Web in
language classrooms
CALL E-mail Chat Listservs Blogs Podcasts …
Computer technology is a powerful tool that requires the teacher to organize, plan, teach, and monitor
From Needs to Methods
and their Application
SOLOM: Pronunciation
“terdy-five” instead of “thirty-five” “da” instead of “the” “ditionair” instead of “dictionary” uses “sh” instead of “ch” i.e., “shild” instead of “child” v sound instead of y, w, and f i.e., “vield” instead of “field” and “ve”
instead of “we” “tink” for “think” i’s sound like e’s
Stress of word incorrect: im-por-TANT
Listening
Listening to repeat The Audiolingual Legacy
Minimal pairs (ship vs. sheep) Backward buildup
Listening to understand The Task Approach
Listening for comprehension The Comprehension Approach
Total Physical Response (TPR) TPR is based on the association between language and body
movement Listening and understanding before speaking Understanding through body movement Never force speaking
Promoting comprehension in a low-anxiety environment
Speaking BICS (informal)
CALP (formal)
Communicative functions
Principles for favorable environment for speaking The emotional setting The physical setting Groups
Speaking Articulation of individual sounds
Stress and pitch with syllables, words, and phrases
Intonation with longer stretches
Accent
Active intervention methods Clarification checks Correction Completion, etc.
SOLOM/SWLOM: Grammar
“have so much different people” instead of “there are so many different people”
“We spent there about 5 years” instead of “We spent about 5 years there”
“In age around” instead of “We left our country at age ____”
Reading Transferring Literacy from L1 to L2 (= English)
Print carries meaning Directionality Sequencing Visual discrimination
Literacy learning is easiest when schools provide initial literacy instruction in a child’s home language (= L1).
No literacy in any language Special treatment
Literacy is introduced in a meaningful way The link between oral language and print is made as
naturally as possible Students have the opportunity to enjoy reading and writing Age, family role, and previous schooling
Seven instructional procedures Environmental print Meaning-based A silent period in reading Low-anxiety environment Motivating activities Integration of structure and function Integration of content and literacy
Reading Strategies Pre-reading activities
Help build students background knowledge
Language Experience Approach (LEA) Encourage students to respond in their own words
Directed Reading-Thinking Activity (DR-TA) Develop student abilities to predict text
Literature response group Assist students in understanding the richness of literature
Post-reading strategy Invite active student participation
Writing Process Approach
Shift from product to process Prewriting, writing, and editing Peer review Conferencing
Writing Cohesion
Reference Substitution Ellipsis Conjunction Lexical cohesion
Error Treatment People generally accept errors when children are learning their L1
Teachers tend to correct errors in L2
In the early stages of language learning, fluency is more important than accuracy
Error correction is not necessary in levels 1 to 3
Error correction is essential in levels 4 and 5
Once fluency is established, it’s time for accuracy.
Need for ESOL Standards
“If standards are to be attained by ALL students in the U.S., the learning characteristics and particular instructional and assessment needs of learners who lack proficiency or have limited proficiency in English must be acknowledged and incorporated into the development, implementation and assessment of general educational standards.” TESOL (1997)
TESOL’s ESL GOALS and Standards p. 74
3 general goals: BICS CALP Pragmatics/Socio-Linguistics
3 standards each
3 grade-level clusters: Pre-K – 3 4-8 and 9-12
Florida’s Standards
CCSS http://www.corestandards.org/
ESOL http://www.fldoe.org/aala/
A variety of ESOL strategies have been matched to performance indicators so that the content of the curriculum becomes comprehensible to LEP students at all levels of language proficiency.
History of Language Teaching
Grammar-Translation Method
Audio-lingual Method
The Direct Method
Communicative Approaches
Methods that take recent SLA theory into account
The Natural Approach
Communicative Language Teaching Content-based ESL Cognitive Academic Language Learning (CALLA) Computer-Assisted Language Learning (CALL)
ESOL Specific Sheltered Instruction (SIOP) Specially designed academic instruction in English (SDAIE)
Characteristics of Whole Language Techniques
The curriculum is learner-centered
Language is learned from whole to part
Language learning employs all four modes of language
Language activities are meaningful and functional
Language activities are social and personal
3 Key Principles to Remember
Increase comprehensibility
Increase interaction
Increase thinking and study skills
DR/TA
Directed Reading Thinking Activity is a technique to guide learners’ thinking processes during reading
1. Establish goals to read purposefully
2. Make inferences and predictions while reading
3. Evaluate the fit (or gap) between information in the text and their own mental representations of the text
Teaching texts
1) Read the text
2) Answer the study questions at the end of the chapter
3) Discuss the material in class
4) Do selected applications based on the material
forwards
backwards1) Do selected applications based on the material
2) Discuss the material in class
3) Answer the study questions at the end of the chapter
4) Read the text
1. Application Start by doing something that applies to the material to be learned
in a concrete way
The “applications and extensions” section at the end of the chapter or teacher’s guide
Hands-on application puts material into context and increases comprehensibility
2. Discuss the application Ask students what happened, why, what would happen if…
Use key vocabulary in discussion
Activate prior knowledge (schema)
Model thinking skills
3. Review study questions Ask students to identify main ideas
Set a purpose for reading
Preview chapter: pictures, diagrams, subheadings, chapter organization
These strategies increase comprehensibility and teach thinking and study skills
Resources
http://www.sde.idaho.gov/LEP/docs/Curriculum/ESLStrategies.doc
http://www.pps.k12.or.us/curriculum/PDFs/ESL_Modifications.pdf
http://www.fldoe.org/aala/pdf/smart.pdf
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