TEACHING ACROSS AGE LEVELS.pptx

TEACHING ACROSS AGE LEVELS

UNIVERSIDAD NACIONAL EXPERIMENTAL

“FRANCISCO DE MIRANDA”ALDEA UNIVERSITARIA TOCOPERO

PROGRAMA: EDUC. EN LENGUA EXTRANJERA MENCIÓN INGLÉSU.C: LINGÜÍSTICA APLICADA

PROF: LICDA. JOSMELY COLINA

TOCOPERO; MAYO DE 2015

Children are superior to adults when it comes learning a language

succesfully.

Why is this a myth?

TEACHING CHILDREN

What factors must be considered when we teach to children?

1- INTELLECTUAL DEVELOPMENT

Children: Concrete Operational Stage from:7 To: 11 years old (Piaget, 1972)

Children have difficulty using deductive logic, at this age (from general to specific)

Example: All oranges are fruits All fruits grow on trees Therefore, all oranges grow on trees.

TEACHING CHILDREN

INTELLECTUAL DEVELOPMENT

Children are centered in: the here and now.The functional purposes of

language.

Children cannot understand the use of

metalanguage used to explain linguistic concepts. (grammar, structures)

TEACHING CHILDREN

IN THE CLASSROOM

Don't use metalanguage to explain grammar

Avoid rules stated in abstract terms (grammar activities). Some grammatical concepts specially at the upper levels of childhood, can be called to learners´s attention by showing certain patterns

TEACHING CHILDREN


IN THE CLASSROOM

Certain patterns require more repetition than adults need.

Children must understand the meaning and relevance of repetitions.

TEACHING CHILDREN


2- ATTENTION SPAN

Children have shorter attention span than adults.

Why is this not entirely true?

TEACHING CHILDREN

ATTENTION SPAN

Children have short attention span for material that is:

Boring Useless Difficult In the classroom, Lessons have to be

interesting.What do teachers need to do?

TEACHING CHILDREN

IN THE CLASSROOM

Design activities that capture the students´immediate interest (here and now)

Provide variety in activities The teacher needs to be animated,

lively and enthusiastic. The teacher needs to have a sense

of humor. Tap into the student´s curiosity.

TEACHING CHILDREN

ATTENTION SPAN

TEACHING CHILDREN

Children need to have all five senses stimulated:

Hearing Seeing Smelling Tasting TouchingWhat do teachers need to do in the

classroom?

3- SENSORY INPUT

IN THE CLASSROOM

Complement your lessons with physical activities (role play, games)

Projects in activities (words,structures, practice meaningful language)

Smelling, tasting, touching and Audiovisuals

Nonverbal language (gestures and body language)

SENSORY INPUT

TEACHING CHILDREN

4- AFFECTIVE FACTORS

Children are not affected by the inhibitions that block adults in their learning.

Why is this a myth?

TEACHING CHILDREN

AFFECTIVE FACTORS

Children have many inhibitions and are more fragile than adults:

Extremely sensitive to classmates Their egos are on the process of

being shaped

What do teachers need to do in the classroom?

TEACHING CHILDREN

IN THE CLASSROOM

Have students laugh at each others errors

Be patient and supportive but firm in your expectations

Encourage oral participation as much as possible (even from the quiet ones)

TEACHING CHILDREN

AFFECTIVE FACTORS

5- AUTHENTIC, MEANINGFUL LEARNING

Children will be interested in learning a language if they can use it for HERE and Now.

Children are good at sensing language that is not authentic.

Language needs to be firmly context embedded (familiar situations and characters, real life conversations).

TEACHING CHILDREN

IN THE CLASSROOM

o Avoid stilted language (not common)o Use context embedded language (in

a context: dialogues, story, familiar situations and characters)

o Use the whole language approach (Language as a way for communication)

TEACHING CHILDREN

AUTHENTIC, MEANINGFUL LEARNING

TEACHING IN BETWEEN

• We can call “Young Adults” “Teens” “or high school”.

• Ages range are between 12 and 18 years old.

• They are in an age of transition, confusion, self consciousness, growing, and changing bodies and minds.

TEACHING IN BETWEEN

1- INTELLECTUAL DEVELOPMENT:

Adds abstract operational thought around 12.

Complex problems can be solved with logical thinking.

This means that linguistics metalanguage can now having some impact but the sucess of any intellectual endeavour will be a factor of the attention. They have some complex problems refered

to: To being accepted, to sexual thoughts.

TEACHING IN BETWEEN

2- ATTENTION SPAN:

They are lengthening as a result of intellectual madurationBut with many diversions present in a tennager’s life. ThosePotential attention spans can easily be shortened.

3- SENSORY INPUT: Varieties of sensory input are still important, but again Increasing capacities for abstraction lessen the essential nature of appealing all five senses.

TEACHING IN BETWEEN

4- FACTORS SURROUNDING EGO:

• Tenns are ultrasensitive to how others perceive their language physical and emotional selves along with their mental capabilities.

• One of the most important concerns of the secundary school teacher is to keep self-esteem high by:

• Avoing embarrasment of students at all costs.• Afirming each person´s talent.• Allowing mistakes and other errors to be

accepted .

TEACHING IN BETWEEN

5- Secundary school students are becoming increasingly adult- like in their abilities to make those occasional diversions from the “here and now” nature of inmediate communicative contexts to dwell on a grammatical point or vocabulary item. But even in teaching adults, care must not be given to insult them with stilted language or to bore them with overanalysis.

TEACHING ADULTS

o Many rules to teaching children may apply to teaching adults.

o Adults have superior cognitive abilities than children

There are five variables that apply to children, keep in mind specifically some suggestions:

TEACHING ADULTS

o Adults too have longer attention spans for material that may not intrinsically interesting to them. But the rule of keeping your activities short and sweet still applies to adult age teaching.

o They can create mental images and deal with language that is not embedded (isolated).

o Adults have the self confidence that children lack.

There are five variables that apply to children , keep in mind specifically some suggestions:

TEACHING ADULTS

IN THE CLASSRROM

Remember that even though adults can not express complex thinking in the new language .

Don´t treat adults in your class like children by:

Calling them kids.

Give your students as many opportunities as posible to make choices (cooperative learning)

TEACHING ADULTS

IN THE CLASSROOM

About what they will do in and out of the classroom.

Don´t discipline adults in the same way as children. If discipline problems occur (disrespect, laughing, disrupting class). First assume that your students are adults who can be reasoned with like adults.

IN CLASS ASSIGNMENT

Prepare a comparison chart of things to do and things to avoid when teaching children, teenagers and adults.

What to do? What to avoid?

Children

Teenagers

Adults

TEACHING ACROSS PROFIENCY LEVELS

Teaching Begining levels

Teaching intermediate

levels

Teaching advanced levels

1- STUDENT´S COGNITIVE LLEARNING PROCESSES:In those first few days and even few weeks of language learning, virtually all the students processing with respect to the second language itself is in a focal, controlled mode.It repeats limited number of words phrases and sentences.

1- STUDENT´S COGNITIVE LLEARNING PROCESSES:Some automatic processing has taken hold in phrases and sentences and structures and conversational rules have been practiced and are increasingn in number

1- STUDENT´S COGNITIVE LLEARNING PROCESSES:Sudents can realize the full spectrum of processing, assingning larger and larger chunks to automatic modes and gaining the confidence to put the formal structures of language.

2- THE ROLE OF THE TEACHER:Beginning students are highly dependent on the teacher for models language, and so, a teacher centered orteacher fronted classroom is appropriate for some of your classroom time.

2- THE ROLE OF THE TEACHER:Students should be encouraged to ask questions, make comments and negotiate, certain options where appropiate. More student- student interaction can now take place in pairs, small groups, and whole class activity,

2- THE ROLE OF THE TEACHER:Let to the student´s their questions and self-generated curiosity take over the reality.The focal attention may be given to the interpretation and negotiation of meaning and the conveying of thoughts and feelings in interactive communication.

3- TEACHER TALK:-The input in the class is crucial. -Every ear and eye are indeed focused on the teacher. English need to be very clearly articulated. - Use simple vocabulary to teach them.

3- TEACHER TALK:- Most of the oral production can be sustained at a natural pace , as Long as the articulation is clear.- Should be using less of the native language of the learnerat this level.

3- TEACHER TALK:- Natural language at natural speed is a must at this level.- Students are challenged by the choice of vocabulary, structures, idiom, and other language features.- The teacher´s role is as a provider of feedback takes prominence.




levels


4- AUTHENTICITY OF LANGUAGE:The language that expose the students to should be authentic language.Simple greetings and introductions.

4- AUTHENTICITY OF LANGUAGE:At this level students sometimes get overly concerned about grammtical correctness and may want to wander into discussions of grammtical details.

4- AUTHENTICITY OF LANGUAGE:Everything fron academic prose to literature to idiomatic conversation becomes a legitimate resource for the classroom.

5- FLUENCY AND ACCURACY: - It is a goal at this level but only whitin the limited utterance lengths that can be considered fluency doesn´t have to apply only to long utterances. The “Flow” of language is important to stablish from the beginning, in reasonably short segments of language.

- Attention to accuracy should center on the particulargrammatical, phonological or discourse elements that are being practiced.

5- FLUENCY AND ACCURACY: The dichotomy between fluency and accuracy is a crucial concern here. Some students are likely to become overly concerned about accuracy possibly herating themselves for all the mistakes they make and demanding constant corrections.

5- FLUENCY AND ACCURACY: At this level most if not all of the students are “fluent” in that they have passed beyond that “breakthrough” stage where they are not longer thinking about every word or structure they are producing or comprenhending.




levels


6- STUDENTS CREATIVITY:The ultimate goal of learning a language is to be able to comprenhend and produce it in unrehearsed situations, which demands both receptive and productive creativity. But, at the beginning level, students can only be creative within the confines of a highly controlled repertoire of language. Don´t ecpect much innovation at this level until students get more language under their control.

6- STUDENTS CREATIVITY:The fact that some of theis new language is now under control gives rise to more opportunities for the student to be creativity, interlanguage errors like:

- Does John can sing?

- What means this?

- I must to make a lot of money.

6- STUDENTS CREATIVITY:The joy of teaching at this level is in those moments of student performance when you know that they are know able to apply classroom material to real contexts beyond.

7- TECHNIQUES:Short simple tecniques must be used. Some mechanical techniques are appropiate, such as: repetition and other drilling. Group and pair activities are excellent techniques as long as they are structured and very clearly defined with specific objectives.

7- TECHNIQUES:Because of the increasing language capacity of the students, techniques can increase in complexity. Common techniques for intermediates include chain sotories, paired interview, group problem solving, role play, story telling.

7- TECHNIQUES:It can now tap into a full range of sociolinguistic and pragmatic competencies. The activities are:group debates and argumentation, complex rle plays, scaning and skimming reading material determining and questioning author´s intent writing essays and critiques.




levels


8- LISTENING AND SPEAKING GOALS:Listening and speaking functions for beginners are meaningful and authentic communication task. They are more limited by grammar, vocabulary, and length of utterance than by communicative function.

8- LISTENING AND SPEAKING GOALS:The linguistics complexity of communicative listening-speaking goals increases steadily. Along with the creation of novel utterances, students can participate in short conversations, ask and answer questions, find alternative ways to convey meaning.

8- LISTENING AND SPEAKING GOALS:At this level students can focus more caefully on all the sociolinguistic nuances of language . Pragmatic constraints are common areas needing work as students finely tune their production and comprenhension in terms of registral exchange.

9- READING AND WRITING GOALS:Advertisements, forms and recipes are grist for the beginner´s reading, mill, while written work may involve forms, lists and simple notes and letters.

9- READING AND WRITING GOALS:Increasing complexity in terms of length grammar and discourse now characterizes reading material as students read paragraphs, short simple stories and are beginning to use skimming and scanning skills.

9- READING AND WRITING GOALS:Reading and writing skills simirlarly progress closer and closer to native speaker competence as students learn more about such things as critical reading.

10- GRAMMAR:It refers to explain from the easiest to the most dificult grammar. For Example: simple verbs forms, personal pronouns, definite and indefinite articles, singular and plural nouns, and simple sentences in a progession of a grammatical from simple to complex.

10- GRAMMAR:Grammar topics such as progressive verb tenses and clauses typify intermediate level teaching. In small doses, students can benefit from short, simple explanations of points in English.

10- GRAMMAR:The concern at the intermediate level for basic grammatical patterns now graduates beyond some of the elements of functional forms to sociolinguistic and pragmatic phenomena, and to build strategic competence.

INTRINSIC AND EXTRINSIC MOTIVATION IN THE CLASSROOM

• Internal and external factors that stimulate desire

and energy in people to be continually interested and committed to a job, role or subject, or to make an effort to attain a goal.

• Motivation results from the interaction of both conscious and unconscious factors such as the (1) intensity of desire or need, (2) incentive or reward value of the goal, and (3) expectations of the individual and of his or her peers. These factors are the reasons one has for behaving a certain way.

• An example is a student that spends extra time studying for a test because he or she wants a better grade in the class.

INTRINSIC AND EXTRINSIC MOTIVATION

Extrinsic and intrinsic motivation are two opposing ways to motivate people. Extrinsic motivation deals with motivations that are outside of your passions, and personal self-esteem.

Intrinsic motivation: You get paid for doing what you truly enjoy doing, nice cars and houses don’t motivate you as much as your joy in work, learning, and the things that truly motivate you internally. If we could all get paid for what we love to do then why is it not the norm? Well, there is a reason for that we are conditioned to act, feel, and be motivated primarily by extrinsic motivation.

Extrinsic motivation is anything outside of yourself that you need to obtain or acquire to increase motivation. For example: to be money, nice cars, expensive houses, high grades in school, gold stars for athletics, etc.

INTRINSIC MOTIVATION IN THE SECOND LANGUAGE CLASSROOM

Activities for intrinsic motivation in second language classroom:

Teaching writing as a thinking process in which learners develop their own ideas freely and openly.

Showing learners strategies of reading.

Language experience aproaches in which students create their own reading material for others in the class to read.


Oral fluency exercises in which learners talk about what interests them and not about a teacher assigned topic.

Listening to an academic lecture in one´s own field of ustudy for specific information that will fill a gap for the learner.

Communicative language teaching in which language is taught to enable learners to accomplish certain specific functions.


INTRINSICALLY MOTIVATION TECHNIQUES: A CHECK LIST.

1- Does the technique appeal to the genuine interests of your students? Is it relevant to their lives?

2- Do you present the technique in a positive, enthusiastic manner?

3- Are students clearly aware of the purpose of the technique?

4- Does it encourage students in some way to develop or use effective strategies of learning and communication?


INTRINSICALLY MOTIVATION TECHNIQUES: A CHECK LIST.

5- Does it contribute at least to some extent to students ultimate autonomy and independence.

6- Does the technique present a “reasonable challenge”?

7- do students receive sufficiennt feedback on their performance (from each other, or from you)?

The answers to which should tell you whether something you are doing in the classroom is contributing to yours student´s intrinsic drives.

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TEACHING ACROSS AGE LEVELS.pptx