Section 3 PPT

8/4/2019 Section 3 PPT

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GabrielaBarreda,ElviaValdez&KristineMortola

Section 3:

Strategies for LanguageDevelopment


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Total Physical Response:Integrating Movement into

Language Acquisition

An approach to second-language acquisition based on first languageresearch

Teacher gradually introduces commands, acting them out as he or shesays them

Initially, the students respond by performing the actions as theteacher demonstrate them.

Gradually, the teachers demonstrations are removed and the studentsrespond to the verbal commands only.


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Realia Strategies:Connecting Language Acquisition

to the Real World

Is a term for real things,concrete objects, that are

used in the classroom to buildbackground knowledge andvocabulary.

Used to provide experiences

on which to build and toprovide students withopportunities to use all thesenses in learning.


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Modeled Talk:Demonstrating as You Talk

The use of gestures, visualsand demonstrations as

explanations are made.

This type of learning can becomforting towards ELLS,seeing that they are able toreflect exact directions andmodeled content throughobservations and activitiesdemonstrated by theinstructor.


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Vocabulary Role-Play:Building Vocabulary Through

Dramatization

Is a strategy used to encouragelearners to make connectionsamong their past experiences, thecontent currently being studied,and vocabulary that is new orbeing used in an unfamiliar way.

Students are introduced to newvocabulary and given anopportunity to discuss and usevocabulary in context throughrole-playing.

In this way, ELLs have anopportunity to see the vocabularywords used in context, as well asdemonstrations of severalcontexts in which the words maybe used appropriately.


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Leveled Questions:Adjusting Questions Strategies to the

Language Levels of Students

Used when teachers adapt the way they askquestions so that students can respond to them

according to their language acquisition stage.


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Collecting and Processing Words:Making Vocabulary of Your Own

Strategy for helping children develop better speaking and writing vocabularies.

Allows for student to build a repertoire of words and word meanings that enablesthem to expand their comprehension of oral language and stories, as well as

strengthen their verbal vocabulary along with writing skills.

Collecting words consist of gradually jotting words on a chart as students readlisten, read stories, or listen to and participate in conversations.

The word charts function as record of the words students gain knowledge of as

they progressively learn what they are and how they are used.

Once they begin to understand the words and the meanings of them, they are toreport and demonstrate back to both the teacher and the students how they wereable to use the words in speech and writing.


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Reporting Back:Verbal Practice in

Curriculum Connection

Is a strategy used to support students inbridging the gap between spoken andwritten language.

Can be used as a follow-up after any active-learning experience.

The students describe their experienceusing vocabulary that is connected with theexperience, so that the rest of the class has aclear understanding of the materials and

sequence of actions were being used.

The students then write their reporting-back summary to be included in the classdaily news, or their daily learning log.


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Story Reenactment:Making Stories Come to Life

Strategy that encourages students to act out stories after they have readthem or have heard them read.

Involves creating props for the student to use in reenacting stories sothat they can use the book language they have heard or read, and bettercomprehend the text by acting it out in sequence.


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Language Focus Lessons:Support English Vocabulary and

Structure Acquisition

Are lessons in which theemphasis is on Englishvocabulary and usage,

rather than the curricularcontent.

The language selected forlanguage focus lessons is

based on a teachersobservation and knowledgeof the language forms andfunctions that give ELLsdifficulty.


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Language Framework Planning:Supporting Academic Language and

Context Acquisition

Strategy in which a teacher identifies theacademic language necessary for studentsto be successful in a lesson and plansactivities that support the use of thelanguage in multiple functions.

The teacher creates a framework prior tothe lesson that identifies the topic,activities, language functions, languagestructures, and vocabulary that will be part

of the lesson.

By doing so, language and contentacquisition are both supported.


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Syntax Surgery:Visually Manipulating Grammar

Strategy that allowsstudents to see therelationship of elementswithin a sentence that

may be confusing tounderstand.

... helpful in refining thestudents understandingof the elements of writing

and speaking that madetheir English difficult forothers to understand...helps them to be moreconfident in their use ofEnglish.


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Communication Games:Creating Opportunities for

Verbal Communication

Activities made by the instructor for students to engage inwith the goal of verbal communication practice.

The games allow the students to obtain practice in the use of a

particular language function such as giving directions orasking questions and working together to communicate andsolve problems.

Documents

Section 3 PPT