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New Teacher Academy Far West Project GREAT Center

New Teacher Academy Far West Project GREAT Center. January 21, 2006 Presenter: Barbara Baird 831-5105 BarbaraB @ epcc.edu. Practitioner Toolkit: Working with Adult English Language Learners. Developed in 2004 by the National Center for Family Literature (NCFL) and

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New Teacher Academy Far West Project GREAT Center

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  1. New Teacher AcademyFar West Project GREAT Center January 21, 2006 Presenter: Barbara Baird 831-5105 BarbaraB @ epcc.edu

  2. Practitioner Toolkit: Working with Adult English Language Learners • Developed in 2004 by the National Center for Family Literature (NCFL) and • The National Center for ESL Literacy Education (NCLE) which is now the Center for Adult Education Language Acquisition (CAELA) at the Center for Applied Linguistics (CAL) • http://www.cal.org/caela/tools/program_development

  3. English Language and Literacy Learning: Research to Practice • Critical areas: 1. Learner motivation 2. Opportunities for interaction 3. Vocabulary development

  4. 1. Learner Motivation • Teachers should learn about and respond to learners’ needs and goals when planning instruction: • - Self evaluation tools such as checklists to identify their skills, strengths, and weaknesses

  5. 1. Learner Motivation (cont.) • Weekly checklists to track their progress towards meeting a learning goal • Reflection tools such as learning diaries to help them build autonomy and take charge of their learning

  6. 1. Learner Motivation (cont.) • Teachers should create an environment that is conducive to learning by: • encouraging group cohesion in the classroom • using varied and challenging instructional activities to help learners stay focused and engaged • doing pair and small group activities

  7. 2. Opportunities for Interaction • Interaction refers to communication between individuals • It provides learners with opportunities to receive language input (through hearing the language) and feedback (when the conversational partner responds, corrects, or asks for clarification)

  8. 2. Opportunities for Interaction (cont.) • Interaction tasks are effective when they: • center on a problem that is new or unfamiliar • require learners to exchange information • have a specific outcome • involve discussion of details • involve the use of naturally occurring conversations and narratives

  9. 3. Vocabulary Development • Vocabulary knowledge includes both the number of words one knows and the depth of knowledge of those words • Depth of knowledge refers to pronunciation, spelling, various meanings, contexts in which the word may be used, parts of speech & form

  10. 3. Vocabulary Development (cont.) • New words can be learned when one is focused on meaningful tasks, such as hearing or reading a story. This is incidental vocabulary. • Vocabulary is also built through extensive reading accompanied by vocabulary building activities.

  11. 3. Vocabulary Development (cont.) • Provide opportunities for reading to be done in class • Assist learners in selecting texts that are of high interest and at the appropriate level • Preview important vocabulary and teach words that are key to meaning and that occur frequently

  12. Research to Practice • Give learners opportunities to interact with you (the teacher) and with each other • Teach language forms and vocabulary in the context of meaningful learning activities

  13. Activities to Promote Interaction and Communication • Communication activities encourage and require learners to speak with and listen to others • Communication activities should be integrated in to all lessons • More learning takes place when students are engaged in relevant tasks in a dynamic learning environment rather than in traditional teacher-led classes

  14. Communication Activities Tips • Keep teacher talk to a minimum. Explain as much as possible by: • demonstrating the process • explaining in different ways • repeating • circulating and helping as needed The more learners are working independently, in pairs and small groups, the more successful the class

  15. Communication Activities Tips • Have fun!!! • Activities should be lively, interactive, and fun • When people are comfortable they learn more • An active, cooperative class is where a great deal of social, cultural, and linguistic learning is evident

  16. Class Survey Conversation Grid Dictionary Game 10 Most Important Words Memory Momentum Telling Tales 7. The Odd One Out Game Fun (and Right Brain) Activities What Would Happen If… Giving Advice with Problem Cards Line Dialogues Sample Activities to Promote Interaction and Communication

  17. Your Lesson Implementation Assignment • Select one or more of the “Sample Activities to Promote Interaction and Communication” to implement in your classroom • Reflect on your accomplishments, challenges, and the impact on your learners and yourself as a teacher using the Questions for Reflection

  18. Links That Matter • http://bogglesworld.com/ • http://www.cal.org/caela/tools/program_development/

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