EA in ESLTeacher Training Workshops

June 4, 6, & 8, 2007 – 4:45 to 7:45 p.m.

Kapi‘olani Community CollegeTeacher Preparation Program

Shawn Ford and Veronica Ogata, Facilitators

Friday, June 8 Session 1-

4:45-4:55 Introduction and Overview of Session4:55-5:10 Review of Previous Material: 5:10-5:40 Working on Word Order Presentation5:40-5:50 10 MINUTE BREAK

Session 2-5:50-6:40 Question and Answer Session6:40-6:50 10 MINUTE BREAK

Session 3-6:50-7:15 Open Forum: EA discussions and further

questions715-7:45 Wrap-up, Feedback Form, and EA Survey

WELCOME! EA in ESL Teacher Training Summer Workshops

Sponsors: Teacher Preparation Program at KCC, funded in part by a federal Perkins grant

Audience: Workshops prepared for in-service EAs who work with NEP and LEP students in the DOE

Purpose: Provide EAs with additional training, and Provide EAs with knowledge and strategies to facilitate and accelerate the language development of their ESL students

We hope you enjoy our program and find it useful for your teaching situations!

During the workshop, please remember to…

1. Actively participate and be open to new ideas.2. Stay on task so we can complete the material in each session on time.

Language Development Maxims:

1. Language should not be taught in isolation.

Language should always be taught in some sort of context, using meaningful content. Any attention to discrete skills should arise from content demands.

2. Learner-directed speech should always encompass BICS and CALP.

This can be accomplished by using complete sentences to facilitate interaction. Repetition and recasting, along with expansion of ideas and the encouragement of inquiry should be part of all feedback.

1 Knowledge: arrange, define, duplicate, label, list, memorize, name, order, recognize, relate, recall, repeat, reproduce state.

2 Comprehension: classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, restate, review, select, translate.

3 Application: apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice, schedule, sketch, solve, use, write.

4 Analysis: analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test.

5 Synthesis: arrange, assemble, collect, compose, construct, create, design, develop, formulate, manage, organize, plan, prepare, propose, set up, write.

6 Evaluation: appraise, argue, assess, attach, choose compare, defend estimate, judge, predict, rate, core, select, support, value, evaluate.

Stress:A great body of research has shown that if a second language learner accurately produces the stress of the word on the correct syllable, then the learner is better understood. Take for example the word “accurately”, which has stress on the first syllable. In some languages, stress normally falls on the penultimate (next to last syllable), resulting in the pronunciation accurately.

Schwa Shift:

In Standard American English, in unstressed syllables, the vowels a, e, i, o, and u have a tendency to be reduced to the schwa, which is the first sound in the word “enough”. Common noun- verb pairs of words with this phenomenon include:research - researchprotest - protest

Vocabulary Profiler:http://www.lextutor.ca/vp/eng/

EA Workshop Materials:

http://www2.hawaii.edu/~sford/esl/EA_workshop.html

Word Order in Linguistics

The English language follows a very predictable SUBJECT – VERB – OBJECT word order. Also, when modifying nouns, adjectives always precede the noun. Adverbs are rather flexible and can occur in most places in a sentence except in front of a noun. However, other languages may follow other word order rules.

Chinese - SVOIlokano – VSOJapanese - SOVKorean - SOVSamoan - VSOVietnamese - SVO

Word Order and ESLHere are some issue to consider for ESL students and word order:

Instruction on word order must be taught in context.

Research on the acquisition of word order shows us that second language students learn word order, phrase structure and clause structure in predictable sequences.

Decisions about instruction in word order should be driven by naturally occurring structures in the content.

Linking Word Order to Vocabulary instruction

Any isolated instruction on word order should be with NEP or low-level LEP students only. Afterwards, be sure to link the word order to context and production.

Try to teach word order from the most basic to the most difficult. For example, teach the simple SVO order before teaching noun and verb phrases. Teach about noun and verb phrases before teaching adverbials or relative clauses. LEP students can likely only understand simple phrases structure anyway.

Focus on word order structures that occur naturally in

the content. Try not to follow a curriculum that teaches

word order and phrase order in a strict developmental

order.

Lesson Plan Demonstration: Word Order DevelopmentThe United States is sometimes referred to as a "nation of

immigrants." You may have also heard the phrase "melting pot." In

its short history the United States has seen many waves of

immigrants come to its shores and borders. For reasons such as

political or religious persecution or in search of better economic

conditions, many people have fled their native lands to live in

America, the land of the free. This has resulted in a very diverse

U.S. population. People living here have different heritages,

religious beliefs, ethnicity, languages, and national origins.Though

there are these differences, Americans are bound together by

basic political values and principles described in historical

documents.

Sample Activity: Word Order Development

Content: American History – course textbook

Context: 10th grade, Ilokano, Marshallese, and Samoan

after-school ESL

Skills: reading, speaking, listening, writing

Lesson Plan Overview:1. Choose vocabulary items based on the required context2. Visual recognition of symbols: reading the words3. Aural distinction of sounds: listening to the words4. Written distinction of words: writing the words5. Production: selecting the words + feedback

6. Production: saying the words + feedback7. Production: writing the words + feedback8. Awareness-raising & practice:

a. Basic SVO word orderb. Simple noun, verb and prepositional

phrase structurec. Collocations

9. Production: speaking in context10. Feedback & Reinforcement11. Production: writing in context12. Feedback & Reinforcement

10 Minute BREAK

5:45 - 5:55

Please take 5 minutes to complete today’s workshop feedback form, which is located in your folder. Please leave it on your tables when you are finished.

Thank you!