From talk to writing

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  • 1. From Talk to Writing:examples from a classroomKamil Trzebiatowski(EAL Coordinator, Newland School for Girls, Kingston-upon-Hull)October 4, 2014http://valuediversity-teacher.co.uk/

2. The Lesson Plan 3. Bernard Mohan The Knowledge Framework - recognizes language used inclassroom discourse by mainstream teachers six differentcategorieshttp://tslater.public.iastate.edu/kf/ Language and Content to be taught at the same timeBackground knowledge(theoretical)Action situation(Practical) 4. Bernard Mohan Knowledge Structures Thinking Skills Keyvisuals - Language All the six knowledge structures appear in subjects across the curriculum (texts, tasks, thinking skills to bedeveloped) Explicit language and key visuals teaching is necessary for academic and cognitive development Key visuals use improves: Improves English language learners language, Improves academic language reading skills, helps them organize their academic writing improves their confidence as learner 5. Pauline Gibbons The Mode ContinuumContext Text What this shows aboutlanguage and contextChildren talking about a Scienceexperiment as theyre conducting it.1. Look, its making themmove. Thats not going.Language is dependent on theimmediate context body language,gestures, materials used can be usedfor communication. If they didnt seethe objects, we wouldnt know what itreferred to.One of the children informing otherchildren what he/she has learned.Language only has to be used to explainwhat has happened.2. We found out that pinsstuck on the magnet Thenwe tried to Next we,Language more explicit. The speakernow has to use the names of theobjects (pins, magnet) and somespecific verbs (stuck)The same learner has now writtenabout what the group has found out.The text is at more distance from text 1now now he/she doesnt see theaudience, so cannot assume sharedunderstanding.3. Our experiment was tofind out We have foundoutLanguage becomes increasinglyexplicit. Context has to be explainednow. Our experiment was to find outWriting an article for an encyclopaedia.Now the text is about properties ofmagnets. No mention of specificpeople.4. A magnet is a piece ofmetal It is able toattractWritten academic language: abstractand less personal.Adapted fromGibbons, P. (2009)English LearnersAcademic Literacyand Thinking:Learning in theChallenge Zone.Heinemann:Portsmouth, NH. 6. Stage Activity ThinkingstructuresLanguage Key visuals /differentiationSpeaking only (BICS fully contextualised)Starter: Students fill out the basicinformation about themselves. (student file)1 - Students use their own information to tellothers on their tables where they are from.Labelling /describingMy name isI come fromI live withI was born inWriting framesprovidedCommunicating toothersStudents exchange information using theWho are we? Sheets about themselves andrecord it on their sheets.Students now tell the rest of the class aboutwhat they've learned. Students in groupsnow come together and create a poster ofthe class - a mind mapExplaining /labellingLabelling /groupingShe (or name) is fromHer name isMind mapsSpeaking frames forstructureddiscussionWriting about theactivityThis mind map is now swapped between thetwo tables and students write about theother table (picking 4 other students),switching from I/you pronouns to he/shepronouns.Describing Klaudia is from / Klaudia comesfromShe goes to school calledShe is inclassShe was born in [when]She lives with herWriting frames toindicate the changein pronounContext free textproductionIn this portion of the lesson, students createa bar chart: how many students are fromEurope and how many have pets and howmany don't (2 bar charts) . Then they writeabout the whole class.Interpreting data There are with cats in the EAL class.There are students from Europe in theEAL class.Bar chartsWriting frame fortalking about thebar chart 7. Resources used I SheI am from / I come from Klaudia is from / Klaudia comes fromI go to school called She goes to school calledI am in class She is in classI was born in She was born in [when]I was born in She was born in [where?]I live with my She lives with herI have / I dont have (cat, dog) She has / doesnt have a dog / a cat / any pets.My hobbies are Her hobbies areHometown Class Date ofbirthPlace ofbirthFamily Pets HobbiesFirst name andsurname:_______________First name andsurname:_______________First name andsurname:_______________

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