Session I, Part III Materials

1. Session I, Part IIIMaterials

2. Objective 1: Knows how to locate, select, modify, and/or create instructional materials to support individual students’ learning styles and needs • Learning styles • David Kolb • Howard Gardner • K. Willing (1988) Australia • Concrete • Analytic • Communicative • Authority-oriented • Joy M. Reid (1987) • Visual • Auditory • Kinesthetic • Tactile

5. Objective 2: Knows how to select culturally responsive, age appropriate, and linguistically accessible teaching materials and resources • Age appropriate • Linguistically accessible • Effective texts for ESOL beginners • Supplemental materials at all level of language acquisition • Language-rich environment • Culturally responsive

6. Culturally Responsive Teaching • http://www.youtube.com/watch?v=_uOncGZWxDc&feature=share&list=PLf5lHwZmgnXwkWfuA_nR8kaQC2mYgVdxV

7. Objective 3: Knows how to use a variety of resources (e.g. audiovisual aids, realia, computer software) to support ESL and content instruction • Content instruction • Realia • Adapted materials • Audiovisual aides • Computer software

10. Adapted Materials • Know the stages of second-language acquisition. Knowing where students are in this continuum helps teachers to plan their assignments accordingly. • By knowing where students are on this continuum and scaffolding their learning to the next stage of the continuum, teachers can ensure their students are gaining valuable knowledge while at the same time advancing in their language acquisition.

11. Audio Visual Aides • Audio visual aids function as learning facilitators and motivate the learner • Defined as models and devices that can be heard and give an image of something, somebody and some situations • Stimulate students and help the teachers to carry out the class effectively • Students pay more attention to lessons and their imagination is activated, it also helps to ease students’ nerves and motivate them to actively participate into the classroom learning • Minimizes the gap among different ESL learners • Many people are the visual learners and it is necessary to expose ELLs to auditory material

12. Computer Software • Game applications • General applications (Word, PowerPoint) • Access applications (Google) • Tutoring applications • Thinking and problem-solving applications • Communication applications (email, text) • Integrated learning system (Read 180)

13. Session I, Part IVManaging the Classroom & Students

14. Objective 1: Understands that student performance may be affected by various factors (e.g., age, limited formal schooling, educational interruptions) • Affective filter • Personality • Age • Limited formal schooling • Educational interruptions • Disabilities and Learning Disabilities

15. Affective Filter Hypothesis • Krashen believes that a number of “affective variables” can play a significant role in second language acquisition. These include motivation, self-confidence and anxiety, among others. • Krashen states that learners with high motivation, self-confidence and low anxiety are better equipped to experience success in second language acquisition, as their affective filter is low, thus making them more open to the input language and are thus able to interact with greater confidence. • Similarly, low self-esteem, lack of motivation, and high anxiety or stress can raise the affective filter, thus impeding language acquisition.

17. Age • The Critical Period Hypothesis in Second Language Acquisition posits that there is a critical period, early childhood until puberty, in which human beings must acquire a second language if they are going to achieve native-like attainment in that language. • Other theories disagree (i.e. Krashen input +1)

19. Limited Formal Schooling • Comprise a small subgroup of ELLs • Reasons related to: war, environmental disasters, civil unrest, or political instability • They have attended school sporadically, if at all • Minimal schooling in their native language, and low levels of literacy and numeracy • Most are refugees • Children may have been denied education due to their gender, their ethnicity, their inability to pay fees, or to being victims of forced labor or forced military service.

20. Students With Limited Schooling http://youtu.be/b6Sf8rgvx_8

21. Level of L1 Schooling LINGUISTIC INTERDEPENDENCE HYPOTHESIS: • This hypothesis, represented as a "dual-iceberg," posits that every language contains surface features; however, underlying those surface manifestations of language are proficiencies that are common across languages. The dimension of language used in more cognitively demanding tasks that involve more complex language is CALP, which is transferable across languages.

23. Disabilities Immediate referral: • Documentation of known previous medical condition(s) • A parent's request for an assessment • An accident/injury, with doctor's request for an assessment • Known brain damage • Problems with hearing or vision • Physical disability • Cleft palate • Cerebral palsy • Brain injury • Polio • Post traumatic stress • Documented severe malnutrition

24. Learning Disabilities ELL referred for academic assessment if: • Documentation shows no progress or change resulting from instructional strategies, alternative instruction, or interventions. • The student has attended a U.S. school for at least one year. Documentation of the student's school record should include previous school experience, the location of previous schools, and length of time at each school. • ESL and/or bilingual staff support the position that the student is performing differently than his/her cultural peers. • Parents have been contacted and attended an assessment planning meeting and agree with the decision to assess.

25. Objective 2: Understands how classroom management is essential to creating a safe and orderly environment for English-language learners • Classroom management • Guidelines for student interaction • Cooperative Learning • Ability Grouping • Respecting differences among peers

26. Classroom Management • Students want structure and need limits even though they will test both. They also expect teachers to treat them with dignity and be consistent and fair in enforcing classroom rules. • Eye contact; moving around the room; short quiet comments to the disruptive student; and talking privately with students who misbehave avoid power struggles and face-saving acting out.

27. Guidelines for Student Interaction • Cooperative Group Work may be helpful for students from cultures where the community as a whole is valued. However, students from other cultures may view the teacher as the only academic authority and wish to avoid working in groups. Teachers should be aware of students’ learning preferences and strive to create a balance within the classroom.

28. Guidelines for Student Interaction • Ability Grouping may have harmful effects on students. • Carries social stigma • Promotes negative feelings in low achievers • Hinders academic progress for average and low achievers • Often widens the gap between high and low achieving students

29. Objective 3: Knows how and when to use correction and constructive feedback and its implications for student learning and motivation • Correction and constructive feedback • Research: • Audio-lingualism • Interlanguage • Communicative approach • Monitor theory

30. Feedback http://www.youtube.com/watch?v=XZCRzx1HSmo

31. Correction and Constructive Feedback • Feedback has two main aspects assessment and correction. • Verbal Feedback • Visual Feedback • Written Feedback • Regardless of how often you use these different types of feedback, it is important that students are given a clear image of their performance as well as their goals.

32. Research on Error Correction • Audio-lingualism: Learners should make few mistakes because they learn in small, controlled steps, so correction is meaningless. • Interlanguage: Mistakes are an important factor in language learning; by correcting them the learner’s interlanguage approaches the target language • Communicative approach: Not all mistakes need to be corrected. Correct only those mistakes that interfere with meaning. • Monitor Theory: Correction does not lead to language acquisition. Learners need comprehensible input so that they can acquire the target language (Krashen)

34. Objective 4: Knows how to provide students with a language-, text-, and print-rich environment at an age appropriate level • Language-rich environment (see handout) • Text-rich environment (see handout) • Print-rich environment (see handout)

35. Objective 5: Knows techniques for teaching English-language learners strategies to become more independent (e.g. using dictionaries, using context clues, self-editing) • Independent strategies for ESL students • Dictionaries (skills needed) • Context clues • Syntactic clues • Semantic clues • Phonemes and graphemes • Self editing • Collaborative Learning

36. Dictionaries Skills needed: • Locating words in alphabetical order • Locating and understanding entries • Matching entries with proper context for target words • Selecting the correct word among homographs • Pronouncing the unfamiliar words by using diacritical marks • Finding the correct variant part of speech

37. Context Clues • Syntactic clues: which include grammatical hints, words order, word endings, and the function of words in a phrase, sentence or passage • Semantic clues: come from within the sentence or whole text and help shed meaning on the passage • Phonemes and graphemes: which may help in deciphering words and therefore, meaning