Professional Development WorkshopDelivered by:

University of New Brunswick English Language Programme

Fredericton, New Brunswick

ELP Background:

ESL expertise … 60+ YEARS

Annual Alumni:

1400 participants/80+ countries

Language Capacity:

12+ languages

Service Capacity:40+ formats

Delivery Locations:Flexible

Richards and Renanda

Approach:• “ An approach is dynamic and therefore subject to some

“tinkering” as a result of one’s observation and experience”

• “Research in second language acquisition and pedagogy almost always yields findings that are subject to interpretation rather than giving conclusive evidence”

Richards, J., Renandya, W. (2002). Methodology in language teaching: An anthology of current practice. New York: Cambridge University Press.

Segments # 1 and 2

The Art of Beginning and

The Language Learning Process

• Starting your day in an English way• Coming to a teamed agreement for learning and comportment in the

language learning classroom• Creating a Commitment Contract• Creating a language learning space• What is language proficiency and how

do the students “fit in”?

Segment # 3Exploring Language Proficiency

• What is proficiency?• Are all language skills (Reading, writing,

listening, speaking) equal?• How do students progress in each skill?• What do we see?• Where can I get help?

Common European Framework ReferenceGlobal Scale

Chinese version / Version chinoise : 欧洲语言共同参考框架：学习、教学、评估, Foreign Language Teaching and Research Press, Beijing, 2008, ISBN : 978-7-5600-8032-1 – www.fltrp.com

English Version / Version anglaise : Common European Framework of Reference for Languages: Learning, Teaching, Assessment - Cambridge University PressISBN : HB 0521803136 - PB 0521005310 www.uk.cambridge.org/elt

Proficient

C2• Can summarize information from different spoken and written

sources, reconstructing arguments and accounts in a coherent presentations.

C1• Can produce clear, well-structured, detailed text on complex

subjects, showing controlled use of organizational patterns and connectors

IndependentB2

• Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialization

B1• Can understand the main points of clear standard input on

familiar matters regularly encountered in work, school, leisure, etc..

BasicA2 • Can communicate in simple and routine tasks requiring a simple

and direct exchange of information on familiar routine matters.

A1 • Can interact in a simple way provided the person talks slowly and clearly and prepared to help

Principles and Objectives:

Automaticity:• Output• Learning how to gain control in the language• Discouraging overanalyzing the language• Focusing on the correction and not the mistake

What happens when you create opportunities to experiment with the language?

How do we help the student find his or her voice?

Segment # 4Creating a Sound Workout

What do we see?

Why teach sound?• Social interaction• Intelligibility and Comprehensibility• Culture and Identity

Components:• Self-Awareness, Focus, Exaggeration, Creative Repetition,

Spelling, Auditory Discernment, Presentation

Segment# 5Live Grammar in Context

What do we see?

Why do we teach grammar?

Components:• Repetition/Production and focus, practice “in context”,

integration into writing, fostering independence, fun

Segment # 6Exploring the Writing Process

• What do we see?

• Components: “I Can vs. I Can’t”, “Correction is Direction” (C=D), activating student performance and involvement, organization, formal language usage

Segment #7Correction and Self-Assessment

• Celebrating Quarters, Mid-points and end of terms• Encouraging self-awareness assessment to highlight

achievement and choose future directions

Next Steps:

• I now understand …• I will try …

Professional Organizations:• TESOL (Teachers of English to Speakers of Other Languages) International Association• Association for the Advancement of Computing in Education (AACE)

Search Engines for ESL Students:• http://iteslj.org/Techniques/Lincoln-SearchEngines/

Online writing resources:• The Owl at Purdue http://owl.english.purdue.edu• Multimedia Educational Resource for Learning and Online Teaching: MERLOT http://www.merlot.org/merlot/index.htm• UsingEnglish.com http://www.usingenglish.com

Vocabulary resources:• Dictionary.com http://dictionary.reference.com• Freedictionary.com http://www.freedictionary.com

Listening to podcasts:• BBC Learning English http://www.bbc.co.uk/worldservice/learningenglish/• CBC (variety of podcasts http://www.cbc.ca/podcasting• VOAnews (VOA Learning English) http://learningenglish.voanews.com

Articles:• Reading on the Internet: The Link Between Literacy and Technology: Elizabeth Schmar-Dobler Reading Online. Republished from Journal of Adolescent and Adult Literacy, International Reading Association, 2003• Implementing the Seven Principles: Technology as Lever (Chickering, Ehrmann)