1 / 28

810.629 Thursday, September 23, 2010 6:45-8:45 PM

810.629 Thursday, September 23, 2010 6:45-8:45 PM. Supporting English Language Learners in Literacy and Content. OUTCOMES. By the end of today’s class, you will be able to: Identify the four skill areas in ESOL; Assess your learning of language teaching/learning methodologies;

avon
Télécharger la présentation

810.629 Thursday, September 23, 2010 6:45-8:45 PM

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. 810.629Thursday, September 23, 20106:45-8:45 PM Supporting English Language Learners in Literacy and Content

  2. OUTCOMES By the end of today’s class, you will be able to: • Identify the four skill areas in ESOL; • Assess your learning of language teaching/learning methodologies; • Identify common proficiency levels among the four skill levels; • Begin planning to adapt a mainstream social studies lesson for ESOL students; and • Identify components of the ESOL Praxis II exam.

  3. AGENDA • Change to syllabus • Activator • Quiz on Teaching Methodologies • Language Skills • Proficiency Levels • Introduction to Strategies • Praxis II

  4. Syllabus Change • Before I give you your Cultural Identity grades, please read your classmate’s papers on the WIKI and complete the file: Cultural Differences Processing that is posted on the WIKI (and a handout tonight.) • This should be completed for class on Sept 30. • The Research Article due on Sept 30 will be due on a “relaxed” deadline- sometime the week after Sept 30. Email it to me. • Thanks!

  5. Brainstorm: Concept Webs Listening Speaking Teaching English as a Second Language Reading Writing

  6. QuizFill in the Blank Square

  7. Language Skills Language educators have long used the concepts of four basic language skills: • Listening • Speaking • Reading • Writing The four basic skills are related to each other by two parameters: • the mode of communication: oral or written • the direction of communication: receiving or producing the message

  8. Listening Comprehension • Listening and understanding what we hear. • Interactive and non-interactive. Micro-skills: • retain chunks of language in short-term memory • discriminate among the distinctive sounds in the new language • recognize stress and rhythm patterns, tone patterns, intonational contours. • recognize reduced forms of words • distinguish word boundaries • recognize typical word-order patterns • recognize vocabulary • detect key words, such as those identifying topics and ideas • guess meaning from context • recognize grammatical word classes • recognize basic syntactic patterns • recognize cohesive devices • detect sentence constituents, such as subject, verb, object, prepositions

  9. Speaking • Interactive, partially interactive, and non-interactive. Micro skills involved in speaking. The speaker has to: •  pronounce the distinctive sounds of a language clearly enough so that people can distinguish them. This includes making tonal distinctions. • use stress and rhythmic patterns, and intonation patterns of the language • use the correct forms of words: the tense, case, or gender. • put words together in correct word order. • use vocabulary appropriately. • use the register or language variety that is appropriate to the situation • make clear to the listener the main sentence constituents, such as subject, verb, object, • make the main ideas stand out from supporting ideas or information. • make the discourse hang together so that people can follow

  10. Speaking Marcus http://www.gaggle.net/blog/feehan Mike http://www.gaggle.net/blog/muhieddin Mariangeliehttp://www.gaggle.net/blog/mariangelie Anglayhttp://www.gaggle.net/blog/anglay Tunhttp://www.gaggle.net/blog/bunyarit Suzan http://www.gaggle.net/blog/suzan

  11. Reading It can develop independently of listening and speaking skills, but often develops along with them, especially in societies with a highly-developed literary tradition. Reading can help build vocabulary that helps listening comprehension at the later stages, particularly.

  12. Reading Micro skills. The reader has to: •  decipher the script, i.e. establishing a relationship between sounds and symbols or the meaning of the words with written symbols (pictograph system). • recognize vocabulary. • pick out key words, such as those identifying topics and main ideas. • figure out the meaning of unfamiliar words from context. • recognize grammatical word classes: noun, adjective, etc. • detect sentence constituents, such as subject, verb, object, prepositions, etc. • recognize basic syntactic patterns. • reconstruct and infer situations, goals and participants. • use background knowledge & cohesive linguistic devices to make inferences, predict outcomes, and infer links and connections • get the main point or the most important information. • distinguish the main idea from supporting details. • adjust reading strategies to different reading purposes

  13. Writing Perhaps hardest of the skills: Involves graphic representation of speech plus the development and presentation of thoughts in a structured way. Micro skills: • use the orthography correctly: script, spelling and punctuation conventions. • use the correct forms of words, e.g. right tense, or case or gender. • put words together in correct word order. • use vocabulary correctly. • use the style appropriate to the genre and audience. • make the sentence constituents, such as subject, verb, and object, clear • make the main ideas distinct from supporting ideas or information. • make the text coherent, so that others can follow the development of ideas. • judge how much background knowledge the audience has on the subject and make clear what it is assumed they don't know.

  14. Proficiency Levels MSDE: Five proficiency levels within each topic outline the progression of language development as implied in the acquisition of English as a second language. • Low Beginning • High Beginning • Low Intermediate • High Intermediate • Advanced School Improvement in Maryland http://mdk12.org/instruction/curriculum/elp/index.html

  15. MCPS Proficiency Levels The Important Thing… • The important thing about PROFICIENCY LEVELS IN ESOLis _______.  • Another detail • Another detail • Another detail • But the important thing about PROFICIENCY LEVELS IN ESOLis _________. Example: The important thing about rivers is that they are very useful to people. Rivers are useful as a source of water for daily life. They are also used as a way to travel. Rivers provide fish for people to eat. The important thing about rivers is that they are a major resource for people.

  16. Instructional Strategies to Support ELLs

  17. Adapting Mainstream Lessons for Second Language Learners

  18. Getting Ready for the Praxis Study topics: • Analysis of Student Language Production • Linguistic Theory • Teaching Methods and Techniques • Assessment Techniques and Cultural Issues • Professional Issues

  19. Analysis of Student Language Production • Oral Grammar and Vocabulary • Pronunciation • Writing Be familiar with: • Comparative structures • Code switching • Phonetic Alphabet http://www.antimoon.com/how/pronunc-soundsipa.htm • Register

  20. Linguistic Theory • Phonology • Morphology • Syntax • Psycholinguistics • Sociolinguistics

  21. Linguistic Theory Which sounds in English that are typically problematic for speakers of various native languages? • What kinds of words most frequently occur in a reduced form in natural speech? • Intonation and stress patterns in English • Types of activities that can help ESOL students monitor and improve their proficiency in English pronunciation.

  22. Linguistic Theory • How do morphemes combine to create words in English? • What is a digraph? • How would knowing prefixes and suffixes improve a student’s ability to gain meaning from new words? • Similarities and differences between syntactic systems of English and other languages.

  23. Linguistic Theory • Formation of declarative and interrogative sentences in English? • Identify the parts of speech, understand the English verb system and analyze student errors. • Be familiar with idioms and nonliteral expressions How can they affect an ESOL student’s understanding of spoken and written English?

  24. Linguistic Theory • Grammatical transformations and structural changes and how they affect meaning • Be familiar with: Krashen Cummins (BICS/CALP) Vygotsky (zone of proximal development)/Krashen (I + 1)

  25. Linguistic Theory • Be familiar with: • Language interference • Interlanguage • Code-switching • Order of acquisition • Affective filter • Communicative competence • Proxemics

  26. Linguistic Theory Which sounds in English that are typically problematic for speakers of various native languages? • What kinds of words most frequently occur in a reduced form in natural speech? • Intonation and stress patterns in English • Types of activities that can help ESOL students monitor and improve their proficiency in English pronunciation.

More Related