ESL Methods and Strategies

7/28/2019 ESL Methods and Strategies

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Yolanda Ramirez

Doctoral Candidate

Texas Tech University


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Total Physical Response:

A Popular Way to Teach

A Second Language


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Theoretical Basis for TPRConcept of learning through the physical.

Students became physically active in the

learning process.Cognitive psychologists believe that

Children learn by doing.

Children must be actively involved inorder for cognition to occur.


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Basis of Total Physical Response In TPR, students follow a set of structured

commands and at first, they may respond

physically without responding orally. Thistakes into account concepts in languageacquisition you learned about in Krashens

Model, such as the silent period and theaffective filter.


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Implementing TPR Students act out the commands with their bodies,

while their minds are processing the languagestructures.

Students do not have to respond orally at first.

As the students progress, they are expected topractice the commands, becoming the teacher.

The method starts with listening and moves tospeaking, then reading and writing.


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Advantages of TPR It is a good method for the pre-production

stage when students are generally silent.

Gradually advances in complexityListening comprehension is mastered

There is a high involvement level.

Natural language is usedGood way to introduce new concepts.


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Disadvantages of TPRThere is little information on how to

structure the lessons, although teacherscompensate for this.

It may be limited in usefulness, once thestudent has advanced beyond the beginning

stages.Reading and Writing are delayed, even with

students who are literate in theirnative languages.

Lets try it


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Groups Make up a short list of commands for a concept being

taught Grades PK 2nd

Directions for cafeteria etiquette (EC-K) How to walk in school hallways (EC-1)

Class rule on listening when the teacher is speaking (EC-2)

Field trip etiquette (EC-4)

Class rule on morning routine (i.e. put away your backpack, take

out your homework, etc) EC-4 How could your lesson be structured for 4th grade also?

Present your lesson


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The Natural Approach to Teaching a Second Language


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A Modern Version of the

Direct Approach The term natural approach was coined

by Krashen and Terrell and developed

as an approach to second language acquisition It is based on several theoretical principleswhich are put into action in modernclassrooms

The natural approach is a based on what weknow from research about second languageacquisition, using real objects and pictures.


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Premises of the

Natural Approach Based on the need to develop realcommunication skills or communicativecompetence.

Based on the idea that language develops in stages,beginning with a silent period, which must berecognized as the child is initially exposed to thelanguage.

Based on the idea of Comprehension preceding

production, which means one can understandmore than he/she can produce (or speak) initially.

Based on the idea of creating a low affective filter,where the childs anxiety level is lowered.


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An Integration of Approaches The natural approach

includes concepts frommany approaches.

It is a broad based approach,which encompasses many

different strategies andtechniques. The idea is to develop

language in its most naturalstate like one would in a

home environment, using avariety of real life stimuliand relevant, motivatingtopics.


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The Silent Period In the initial stages of acquiring a

second language, a silent period isrecognized. During this period, students do not

have to speak. They are developing listening

comprehension The silent period usually lasts for the

initial 45-90 hours of instruction. During this period songs, simple stories,

TPR and other listening activities maybe used.

This is considered part of the beginningstage.


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The Early Production Stage

During the early production stages, the studentbegins to respond in one or two word utterances.

The student is still considered to be in thebeginning stage of second language development.

Activities that allow for such responses aredeveloped by the teacher. Often games, jazzchants, poems, songs and simple drills are usedduring this stage.

Listening comprehension is still developing. Toward the end of this stage, the student begins

to respond in longer utterances.


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The Speech Emergence Stage The student is now moving

into an intermediate stageof language development.

At this stage the studentbegins to really produce

meaningful phrases andshort sentences in thelanguage.

Activities that encouragedevelopment of speech arecritical, such as involving

students in talking abouttheir families, theirclothing or othermeaningful topics.

TPR is often used tointroduce new topics,

while audiolingualdrills may be used asreinforcement.

Situational dialogs orrole playing are goodfor second languagedevelopment at thisstage.

Activities focus moreon speaking at thisstage.


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The Intermediate Stage During this stage thestudent is considered anintermediate speaker whichmeans activities are used todevelop the childs abilityto: Carry on a sustained dialog

Give and understanddirections

Comprehend interpersonalcommunication

Use the second language totake care of ones basic needs


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Full Fluency

Full fluency indicates that the student is able tocommunicate fully in the second language

The student is ready for academic instruction inthe second language.

The activities should include reading and writingin the second language.

Advanced, academic vocabulary should now be

developed.


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The Natural Approach With

Young Children

The natural approach when used with very youngchildren may have an almost exclusively orallanguage development focus.

Young children, if in bilingual education, would beencouraged to develop academic vocabulary inEnglish related to academic concepts they arelearning in their native language.

Lots of props, drama,puppets, songs andgames may be used to increase motivation forparticipation


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The Natural Approach

With Older Literate

Students The same kinds of oral language activities are

used with older students.

When older students are literate in their nativelanguages, it is often helpful to provideinstructional concepts in a written form. Students can read and study the material

independently

Students may retain information better if they see,hear and use it. Often, reading comprehension may be developed as a

natural companion to listening comprehension. Material with good pictures is most helpful.


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Basic Implementation of the

Natural Approach Simplification of Teachers speech: Direct

commands, simple affirmative sentences at first.

Little direct error correction: Correct structuresare modeled and special lessons can be designedto address problems students have.

Students are not forced to speak before they areready to try the language

Native language responses are accepted, but theEnglish response is modeled after the childresponds in the native language.


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A Sample Lesson Using the

Natural ApproachIntroduction:

1. The teacher shows eight household appliances,

including a mixer, an iron, a can-opener, a radio,a television, an ironing board, a toaster and acoffee pot and says the name of each item.

2. Next, a TPR activity is used, involving the

students following commands, such as Maria,pick up the can-opener, and David, point to theiron.


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A Sample Lesson Using the Natural

Approach Procedures:1. Each student is given a full set of picture cards of

appliances and the teacher models phrases like:Everyone show me the iron. Lee, show me the

toaster.2. Students act out activities with the real objects, suchas I am ironing the pants. I am toasting the bread.

3. Each student is given an appliance and a game isplayed using an audio-lingual chaining drill, wherethe teacher instructs children to say phrases like: I

have the iron, but I want the toaster.4. Students who wish to may lead the group in a Simonsays activity, using phrases like: Simon says iron thepants. Other students follow the directions.


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A Sample Lesson Using the Natural

Approach

Review and Reinforcement1. Using a short song about the appliances,

students listen to the song twice and then sing it

as a group.2. Each student is given a sheet of paper withpictures of the appliances, which they may colorand cut out to create their own picture cards toreview with peers and at home.

Evaluation:While students are creating their picture cards, theteacher calls students individually to test themover the vocabulary and phrases that have beentaught.


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Some Final Thoughts on the

Natural Approach The natural approach allows the teacher to be

creative and to develop language in its most basic,natural state.

Students are encouraged to dress-up, act-out, sing,mimic and talk naturally.

Language is developed around the needs of thestudents, in a logical fashion, beginning withsurvival skills and moving to common topics.

Academic language is developed naturally as thestudents language level develops.


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Groups Use the books to create a short lesson on the Natural

Approach

Rationale how is your short lesson natural?

Yes/no ---example: Is the object (under/over) etc.

One-word (usually nouns) answer to questions (i.e. This isa____).

Chaining drill (i.e. The_____is orange).

How could you use this for grades 4th 8th?


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Part of the Whole Language Movement


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Language Experience ApproachIt was introduced as a viable method to

teach second language learners.

The idea is that students can write bydictating to the teacher what theyalready know and can say so that theirfirst reading materials come from theirown experiences and language.


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How Language Experience is used:

It begins with the students own experiences (such as afield trip, movie, story, picture etc)

The experience is discussed with the teacher or anotherstudent, then

The story is dictated to the teacher individually. The teacher writes down exactly as the student tells his

story (including errors).

The teacher reads each sentence to the students, giving

him time to make any changes. This may be done in the same way for group stories,

where the teacher writes the dictated story on the board,flip chart or transparency.


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Advantages to Language Experience

Approach

Text is appropriate both cognitively andlinguistically since it comes from the studentsthemselves.

It reflects the culture of the students.

Because the students own ideas are used, they arevalidated

This helps enhance their self-concept and fosterindependence.

Instruction in the skills the student needs can beindividualized or in small groups depending ontheir needs.

The teacher is considered the facilitator instead of

the editor.


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Limitations of Language Experience

ApproachHaving to write the students

errors during dictation. Some

consider this reinforcing errors.Through dictation, students may

be mistaken that writing isrecorded speech.

Teacher is seen too much as atranscriber instead of afacilitator.


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Literature-Based Units There are 3 basic components:

Pre-reading

To help the student relate the text to prior knowledge.

To heighten motivation for reading.

To gain cultural knowledge for comprehension of whatthe author is saying.

Pre-Reading Activities

Asking specific and open-ended discussion questions.

Using devices for graphically representing ideas.

Explicitly presenting key words. (figure 12.2)

Using prediction strategies and anticipation guides.


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Literature-Based Units

Post-Reading

Grouping for discussions

and short-term projects. How you group them will

make the difference on howwell they learn.

Mature adolescents and adultsdo well in choosing their owngroups.


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Using Questioning Effectively Two basic types of questions:

Knowledge-Based

The ones that begin with who, when, where, and how. Those that are for information.

Reflective and Inferential

Require more thought and promote expressions of

opinions and feelings. Best used in small group activities.


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The Writing Workshop ApproachWriting should not be an isolated activity. Writing

workshops should be part of the total curriculumand should be related to what the students are

doing in the classroom.A writing workshop should start with the writing

idea, proceed to gathering information, workingout the idea on paper, expanding and developing

aspects of the idea, writing a draft, making it morecoherent, polishing (editing) and sharing with anaudience.


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Academic Reading and Writing

Since academics should be started right away in an ESLclass, the L. E. approach should be used to begin alesson.

Group-generated work would allow students to helpeach other, work closer with the teacher, and yieldhigher-order thinking skills.

An ESL class starts with gaining knowledge andexperience (guided experience) which includes:

1. Test structure schema and conventional devices. Such as text construction: introductory elements,

conclusions, headings, etc. Research shows that students who have knowledge

of text structure comprehend and recall more of theyread.


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Academic Reading & Writing

2. Cognitive and metacognitive strategies forreading and writing as it relates the academiccontent being studied.

Reading strategies: underlining, highlighting,outlining, idea mapping, using the dictionary,identifying key ideas and using context for meaning.

3. Synthesizing information from a wide range of

reading materials in a single area of study. Begin with short readings, and increase to more

complex and longer readings so that the students willhave a background for related assignments.


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Groups Using literature, field trips (that go along with

your theme), or any other experience you want toinclude

Invent a short LEA lesson that includes:A reading strategy (a book walk, discussions etc)A writing strategy (journals, webs, writing

workshop)

A questioning strategy (who, when, where, how andwhy)

Present your ideas!


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For Second Language Learners at an intermediatelevel or above in English


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What is sheltered English?Applying concepts of second language acquisition

to instruction in the content areas, such as math,science, literature, health and social studies.

Selecting the best ESL methods for SLLs

Teaching reading & study skills to SLLs

Focusing on academic vocabulary development

Using a variety of good teaching techniques Using cooperative learning for SLLs students

An overall program of success for students


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Who is sheltered English for? This approach is not ideal for beginners since

they still need instruction in their nativelanguages. However, in the absence of other

programs, sheltered English may be the bestoption.

SLLs who have a strong foundation in theirnative language(s).

Possibly for other groups of students whorespond to a highly visual, structured style ofinstruction


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How is sheltered English different than

regular instruction?Sheltered Instruction uses more visuals

Sheltered Instruction focuses on academic

vocabularySheltered Instruction emphasizes the

development of language related to the

subject matter, while regular instructionfocuses mainly on the subject matter


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Activity for CALPSWith your group...

Identify and list the

academic vocabularyneeded to solve thefollowing Math problem:

32 - 19 =Do not leave out any

academic vocabularywords.


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Creating a Solution Recipe To create a solution recipe, you should list all of

the necessary steps to solve a problem andillustrate them.

Visuals and/or modeling are used to illustratethe recipe and it can be displayed on the wall fora reference point for students.

Another use for solution recipes is for studentsto keep a math journal of recipes to use as areference.


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Indicators that a Student Needs Sheltered

Instruction Try testing him/her on academic vocabulary

related to the subject you are teaching. Doeshe/she know the vocabulary?

Look at test of language development that goesthrough the CALPS level. How does the studentscore on such tests?

Do you notice a syntactic difference in the childsspeech? (Is the word order ever reversed?)

Does the child seek help or reinforcement frompeers and from the teacher more often?


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How does the teacher begin to plan for

sheltering instruction?

Preplan by reviewing the course textbook, TEKS,TAKS tests results and other data

Determine the Crucial concepts Gather support materials, especially visuals

Identify the critical vocabulary

Create word banks for the lesson(s)

Decide which information is new and whichinformation is review


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Gather Media for the Lesson Materials for Vocabulary

Development Games Activities Manipulatives

Materials for instruction, suchas Visuals Posters Films

Videos Maps Globes Science Equipment Models and Kits


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Making Instruction Understandable

What you need to be a good ESL teacher is a lot ofjunk.

So why junk? You needs lots of visuals, hands on materials, pictures,

models, charts, graphs and etc.

This is needed in order to give ESL students context for

the instruction and to develop vocabulary. We need to be concerned with comprehensible input

when working with LEP students.


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Suggestions for Making

Instruction Comprehensible

Control your pronunciation

Speak at a slower rate (not louder)

Speak in simple affirmative, declarative sentences

Repeat oftenreword things in a different way

Use selected, controlled vocabulary

Avoid complex, embedded, and or passive voice sentences

Try not to use colloquialisms or idiomatic expressions


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Lower the Affective Filter

The affective filter is a theoretical device, which is said to

go up as the childs comfort level is reduced. When thefilter is lowered, the emphasis is taken off of the anxiety

felt about learning a second language.

Teacher should strive for a low affective filter for LEP

students.

(Krashen)


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What kinds of things lower the affective filter and

make language more comprehensible?When the teacher adjusts his/her level of

language during instruction, the instructionbecomes more comprehensible.

The Teacher can use a variety of materials toenhance instruction.

The materials and way of teaching is what

has to change to shelter instruction. Onedoes not have to water down thecurriculum.


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Use of Visual Materials

Use pictures & Charts

Diagrams

Props and real objects Graphs

Overlays

Manipulatives Computer

Applications


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Ensuring Learning for SLLs

Check frequently forunderstanding

Expand on childs backgroundknowledge

Use repetition

Use lots of vocabularydevelopment

Work in buddies or groups

Interact more with SLLs Instead of just lecture or

reading, try charts and othervisuals


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Teaching a Sheltered LessonStart with a visual overview of the lesson

Always begin with something visual

Spend at least 10-15 minutes developingcritical vocabulary after the overview

Present the lesson using the key vocabularywords and plan for seven different ways topresent the lesson

Clarify the lesson with visuals


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Teaching the Sheltered Lesson (Cont.)

Merge the vocabulary development with theoverview and develop the critical concepts

Use lots of group processing of information

Give independent work closely related to lesson

Use lots of cognates

Evaluate students frequently

Reteach when needed Teach diagnostic, instructional and review lessons,

depending on the needs of the students


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Three Types of Sheltered Lessons

The diagnostic lesson Helps the teacher assess what the student knows about

the new material

Is usually a shorter lesson The Instructional Lesson

A longer lesson, developing skills in the language andconcepts needed for mastery of the material

The Review Lesson A shorter lesson designed to review material that has

been previously presented.


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Sample Lesson Sequence for S.E. 5 minutesVisual Overview

15 minutesVocabulary Development

5 minutesAdvanced Organizer, solution recipe,overview of characters, etc.

15 minutesExplanation and lesson contentpresentation with visuals

10 minutesGuided practice, often in groups 10 minutesIndependent practice, evaluation

and/or debriefing


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Sheltered English OffersBest use of teacher resources for SLLs

A bridge between all English

Instruction and Bilingual Classrooms

Assistance for students in content area

classrooms who cannot be served inother Bilingual or ESL programs

Documents

ESL Methods and Strategies