Teaching and Learning Tips

8/10/2019 Teaching and Learning Tips

1/19

http://www.colorincolorado.org/educators/content/cooperative/

Cooperative Learning StrategiesBy: Colorn Colorado (2007)Cooperative Learning has been proven to be effective for all types of students, includingacadeically gifted, ainstrea students and !nglish language learners (!LLs) because it

prootes learning and fosters respect and friendships aong diverse groups of students" #nfact, the ore diversity in a tea, the higher the benefits for each student" $eers learn todepend on each other in a positive %ay for a variety of learning tas&s"'tudents typically %or& in teas of four" his %ay, they can brea& into pairs for soeactivities, and then get bac& together in teas very uic&ly for others" #t is iportant,ho%ever, to establish classroo nors and protocols that guide students to:

Contribute

'tay on tas&

*elp each other

!ncourage each other

'hare

'olve probles

+ive and accept feedbac& fro peers

Cooperative Learning for ELLs

Cooperative Learning is particularly beneficial for any student learning a second language"Cooperative Learning activities proote peer interaction, %hich helps the developent oflanguage and the learning of concepts and content" #t is iportant to assign !LLs todifferent teas so that they can benefit fro !nglish language role odels" !LLs learn toepress theselves %ith greater confidence %hen %or&ing in sall teas" #n addition to-pic&ing up- vocabulary, !LLs benefit fro observing ho% their peers learn and solve

probles" #f you decide to assign each student in a tea a role (such as reporter, recorder,tie &eeper, and aterials anager), you ight %ant to rotate roles each %ee& or byactivity" his prevents %hat typically happens if students select their o%n roles . the saestudents %ind up perforing the sae tas&s" By rotating, students develop the s&ills theyost need to practice"

Some Cooperative Learning strategies

here are soe popular strategies that can be used %ith all students to learn content (suchas science, ath, social studies, language arts, and foreign languages)" *o%ever, they areparticularly beneficial to !LLs for learning !nglish and content at the sae tie" /ost ofthese strategies are especially effective in teas of four:

1. Round Robin

$resent a category (such as 1aes of /aals) for discussion" *ave studentsta&e turns going around the group and naing ites that fit the category"

2. Roundtable

$resent a category (such as %ords that begin %ith b)" *ave students ta&e turns%riting one %ord at a tie"

3. Writearound
http://www.colorincolorado.org/educators/content/cooperative/http://www.colorincolorado.org/educators/content/cooperative/


2/19

or creative %riting or suari3ation, give a sentence starter (for eaple: #f yougive an elephant a coo&ie, he-s going to as& for""")" 4s& all students in each tea tofinish that sentence" hen, they pass their paper to the right, read the one theyreceived, and add a sentence to that one" 4fter a fe% rounds, four great stories orsuaries eerge" +ive children tie to add a conclusion and5or edit their favoriteone to share %ith the class"

4. Numbered Heads oget!er

4s& students to nuber off in their teas fro one to four" 4nnounce a uestion anda tie liit" 'tudents put their heads together to coe up %ith an ans%er" Call anuber and as& all students %ith that nuber to stand and ans%er the uestion"6ecogni3e correct responses and elaborate through rich discussions"

". eam #igsa$

4ssign each student in a tea one fourth of a page to read fro any tet (foreaple, a social studies tet), or one fourth of a topic to investigate or eori3e"!ach student copletes his or her assignent and then teaches the others or helpsto put together a tea product by contributing a piece of the pu33le"

%. ea &art'

'tudents for t%o concentric circles or t%o lines facing each other" ou as& auestion (on any content) and students discuss the ans%er %ith the student facingthe" 4fter one inute, the outside circle or one line oves to the right so thatstudents have ne% partners" hen pose a second uestion for the to discuss"Continue %ith five or ore uestions" or a little variation, students can %riteuestions on cards to revie% for a test through this ea $arty ethod"

4fter each Cooperative Learning activity, you %ill %ant to debrief %ith the children by as&inguestions such as: 8hat did you learn fro this activity9 *o% did you feel %or&ing %ithyour teaates9 #f %e do this again, ho% %ill you iprove %or&ing together9

(t!er ideas

4 siple %ay to start Cooperative Learning is to begin %ith pairs instead of %hole teas"%o students can learn to %or& effectively on activities such as the follo%ing:

" 4ssign a ath %or&sheet and as& students to %or& in pairs"

2" ;ne of the students does the first proble %hile the second acts as a coach"

" 8hen both pairs have agreed on the ans%ers, as& the to sha&e hands and continue%or&ing in pairs on the net t%o probles"

Literature circles in groups of four or si are also a great %ay to get students %or&ing in

teas" ou can follo% these steps:

" *ave sets of four boo&s available"

2" Let students choose their o%n boo&"

" *ave teas conduct discussions about the boo&"


3/19

?" acilitate further discussion %ith the %hole class on each of the boo&s"

7" *ave teas share %hat they read %ith the %hole class"

@" or the net literature circles, students select ne% boo&s"

Referen)es

http://www.colorincolorado.org/educators/reachingout/welcoming/

How to Create a Welcoming Classroom EnvironmentBy: Colorn Colorado (2007)

8atch a video clip on $at /ora-s school eperience, and get tips on )reating a $el)oming)lassroom environmentfro a fello% teacher"

Chances are that your !nglish language learners (!LLs) coe fro a culture %ith traditions

and faily values that differ fro ainstrea 4erican culture" hese young children not

only have the challenge of learning a ne% language, but also of adAusting to an unfailiar

cultural setting and school syste" #agine %hat it %ould be li&e to step into a foreign

classroo %here you didn-t understand the language, rules, routines, or epected behavior";n a daily basis, !LLs are adAusting to ne% %ays of saying and doing things" 4s theirteacher, you are an iportant bridge to this un&no%n culture and school syste" here area nuber of things you can do to help a&e !LLs- transitions as sooth as possible"

Stages of Cultural *))ommodation

#n the sae %ay that !LLs go through stages of !nglish language learning, they ay also

pass through stages of cultural accoodation" hese stages, ho%ever, ay be less definedand ore difficult to notice" Being a%are of these stages ay help you to better understandunusual actions and reactions that ay Aust be part of adAusting to a ne% culture"

Eup!oria+!LLs ay eperience an initial period of eciteent about their ne%

surroundings"

Culture s!o),+!LLs ay then eperience anger, hostility, frustration,

hoesic&ness, or resentent to%ards the ne% culture"

*))eptan)e+!LLs ay gradually accept their different surroundings"

*ssimilation-adaptation+!LLs ay ebrace and adapt to their surroundings and

their ne% culture"

Classroom Strategies+ Helping our ELLs *d/ust to Ne$Surroundings

4lthough there are no specific teaching techniues to a&e !LLs feel that they belong in ane% culture, there are %ays for you to a&e the feel %elcoe in your classroo:

Learn t!eir names
http://www.colorincolorado.org/educators/reachingout/welcoming/http://www.colorincolorado.org/educators/reachingout/welcoming#videohttp://www.colorincolorado.org/educators/reachingout/welcoming#videohttp://www.colorincolorado.org/educators/reachingout/welcoming#videohttp://www.colorincolorado.org/educators/reachingout/welcoming/http://www.colorincolorado.org/educators/reachingout/welcoming#videohttp://www.colorincolorado.org/educators/reachingout/welcoming#video


4/19

a&e the tie to learn ho% to pronounce your !LLs- naes correctly" 4s& the to say theirnae" Listen carefully and repeat it until you &no% it" #f a student-s nae is $edro, a&esure you do not call hi 5peedro5 or $eter" 4lso, odel the correct pronunciation of !LLs-naes to the class so that all students can say the correct pronunciation"

(ffer one0on0one assistan)e $!en possible

'oe !LLs ay not ans%er voluntarily in class or as& for your help even if they need it"!LLs ay sile and nod, but this does not necessarily ean that they understand" +o overto their des& to offer individual coaching in a friendly %ay" or convenience, it ay behelpful to seat !LLs near your des&"

*ssign a peer partner#dentify a classate %ho really %ants to help your !LL as a peer" his student can a&esure that the !LL understands %hat he or she is supposed to do" #t %ill be even ore helpfulif the peer partner &no%s the !LL-s first language"

&ost a visual dail' s)!edule!ven if !LLs do not yet understand all of the %ords that you spea&, it is possible for the to

understand the structure of each day" 8hether through chal&board art or iages on elcro,you can post the daily schedule each orning" By %riting do%n ties and having picturesnet to %ords li&e lunch, %ash hands, ath, and field trip, !LLs can have a general sense ofthe upcoing day"

se an interpreter;n.site interpreters can be very helpful in soothing out isunderstandings that arise dueto counication probles and cultural differences" #f an on.site interpreter (a paid orvolunteer school staff position) is not available, try to find an adult . perhaps another parent%ho is failiar %ith the school or &no%s the syste %ho is %illing to serve this purpose"#n difficult situations, it %ould not be appropriate for another child to translate"!LLs can a&e unintentional ista&es as they are trying hard to adAust to a ne% cultural

setting" hey are constantly transferring %hat they &no% as acceptable behaviors fro theiro%n culture to the D"'" classroo and school" Be patient as !LLs learn !nglish and adAust"

nvite t!eir )ulture into t!e )lassroom!ncourage !LLs to share their language and culture %ith you and your class" 'ho%.and.tellis a good opportunity for !LLs to bring in soething representative of their culture, if they%ish" hey could also tell a popular story or fol&tale using %ords, pictures, gestures, andoveents" !LLs could also try to teach the class soe %ords fro their native language"

se materials related to 'our ELLs )ulturesChildren respond %hen they see boo&s, topics, characters, and iages that are failiar" ryto achieve a good balance of boo&s and aterials that include different cultures" isit our

recoended bilingual boo,ssection"

Label )lassroom ob/e)ts in bot! languagesLabeling classroo obAects %ill allo% !LLs to better understand their iediatesurroundings" hese labels %ill also assist you %hen eplaining or giving directions" 'tart%ith everyday ites, such as door5puerta, boo&5libro, and chair5silla"

n)lude ELLs in a non0t!reatening manner
http://www.colorincolorado.org/books/recommendedhttp://www.colorincolorado.org/books/recommended


5/19

'oe !LLs ay be apprehensive about spea&ing out in a group" hey ight be afraid toa&e ista&es in front of their peers" heir silence could also be a sign of respect for you asan authority and not a sign of their inability or refusal to participate" ind %ays to involve!LLs in a non.threatening anner, such as through otal &!'si)al Responsea)tivitiesand cooperative learning proAects"

nvolve ELLs in )ooperative learning'oe !LLs are used to %or&ing cooperatively on assigned tas&s" 8hat ay loo& li&echeating to you is actually a culturally acuired learning style E an attept to iic, see,or odel %hat has to be done" Dse this cultural trait as a plus in your classroo" 4ssignbuddies or peer tutors so that !LLs are able to participate in all class activities" 4lso, chec&out these )ooperative learning strategiesyou can use %ith !LLs"

Help 'our ELLs follo$ establis!ed rules4ll students need to understand and follo% your classroo rules fro the very beginning,and !LLs are no eception" each the your classroo anageent rules as soon aspossible to avoid isunderstandings, discipline probles, and feelings of lo% self.estee"*ere are a fe% strategies that you can use in class:

Dse visuals li&e pictures, sybols, and re%ard systes to counicate yourepectations in a positive and direct anner"

$hysically odel language to !LLs in classroo routines and instructional activities"

!LLs %ill need to see you or their peers odel behavior %hen you %ant the to sitdo%n, %al& to the bulletin board, %or& %ith a partner, copy a %ord, etc"

Be consistent and fair %ith all students" ;nce !LLs clearly understand %hat is

epected, hold the eually accountable for their behavior"

&at ora and *mber &renti)e 5is)uss Wel)oming Classroom Environments

his video is also available on ouube"

6a), to op

http://www.edutopia.org/blog/esl-ell-tips-ferlazzo-sypnieskiSTUDENT ENGAGEMENT SUBSCRIBE TO RSS

Do's & Don'ts For Teaching English-LanguageLearners

MARCH 12, 2012

The number of Engl!h"#$ngu$ge #e$rner! n %he Un%e& S%$%e! !gro'ng r$(&l), n*lu&ng m$n) !%$%e!

%h$% h$+e no% (re+ou!l) h$& l$rge mmgr$n% (o(ul$%on! A! %e$*her! %r) %o re!(on& %o %he nee&! of

%he!e !%u&en%!, here $re $ fe' b$!* be!% (r$*%*e! %h$% mgh% hel( -e h$+e foun& %h$% *on!!%en%l) u!ng

%he!e (r$*%*e! m$.e! our le!!on! more eff*en% $n& effe*%+e -e $l!o feel % ! m(or%$n% %o n*lu&e $

fe' /'or!%/ (r$*%*e! n %he ho(e %h$% %he) 'll no% be re(e$%e&

Modeling

Domo&el for !%u&en%! 'h$% %he) $re e(e*%e& %o &o or (ro&u*e, e!(e*$ll) for ne' !.ll! or $*%+%e!, b)

e(l$nng $n& &emon!%r$%ng %he le$rnng $*%on!, !h$rng )our %hn.ng (ro*e!!e! $lou&, $n& !ho'ng
http://www.colorincolorado.org/educators/content/oralhttp://www.colorincolorado.org/educators/content/oralhttp://www.colorincolorado.org/educators/content/cooperativehttps://www.youtube.com/watch?v=XXXXXXhttp://www.colorincolorado.org/educators/reachingout/welcoming#tophttp://www.edutopia.org/blog/esl-ell-tips-ferlazzo-sypnieskihttp://www.edutopia.org/blogs/beat/student-engagementhttp://www.edutopia.org/blogs/beat/709/rss.xmlhttp://www.migrationinformation.org/ellinfo/FactSheet_ELL1.pdfhttp://www.migrationinformation.org/ellinfo/FactSheet_ELL1.pdfhttp://www.colorincolorado.org/educators/content/oralhttp://www.colorincolorado.org/educators/content/oralhttp://www.colorincolorado.org/educators/content/cooperativehttps://www.youtube.com/watch?v=XXXXXXhttp://www.colorincolorado.org/educators/reachingout/welcoming#tophttp://www.edutopia.org/blog/esl-ell-tips-ferlazzo-sypnieskihttp://www.edutopia.org/blogs/beat/student-engagementhttp://www.edutopia.org/blogs/beat/709/rss.xmlhttp://www.migrationinformation.org/ellinfo/FactSheet_ELL1.pdf


6/19

goo& %e$*her $n& !%u&en% 'or. !$m(le! Mo&elng (romo%e! le$rnng $n& mo%+$%on, $! 'ell $!

n*re$!ng !%u&en% !elf"*onf&en*e "" %he) 'll h$+e $ !%ronger belef %h$% %he) *$n $**om(l!h %he le$rnng

%$!. f %he) follo' !%e(! %h$% 'ere &emon!%r$%e&

Don'tu!% %ell !%u&en%! 'h$% %o &o $n& e(e*% %hem %o &o %

Rate of Speech and Wait TimeDo!(e$. !lo'l) $n& *le$rl), $n& (ro+&e !%u&en%! '%h enough %me %o formul$%e %her re!(on!e!, 'he%her

n !(e$.ng or n 'r%ng Remember, %he) $re %hn.ng $n& (ro&u*ng n %'o or more l$ngu$ge! Af%er

$!.ng $ 3ue!%on, '$% for $ fe' !e*on&! before *$llng on !omeone %o re!(on& Th! /'$% %me/ (ro+&e!

$ll !%u&en%! '%h $n o((or%un%) %o %hn. $n& (ro*e!!, $n& e!(e*$ll) g+e! E##! $ nee&e& (ero& %o

formul$%e $ re!(on!e

Don't!(e$. %oo f$!%, $n& f $ !%u&en% %ell! )ou %he) &&n4% un&er!%$n& 'h$% )ou !$&, ne+er, e+er re(e$%

%he !$me %hng n $ lou&er +o*e

Use of on-Linguistic !ues

Dou!e +!u$l!, !.e%*he!, ge!%ure!, n%on$%on, $n& o%her non"+erb$l *ue! %o m$.e bo%h l$ngu$ge $n&*on%en% more $**e!!ble %o !%u&en%! Te$*hng '%h +!u$l re(re!en%$%on! of *on*e(%! *$n be hugel)

hel(ful %o E##!

Don't!%$n& n fron% of %he *l$!! $n& le*%ure, or rel) on $ %e%boo. $! )our onl) /+!u$l $&/

"i#ing $nstructions

Dog+e +erb$l and'r%%en n!%ru*%on! "" %h! (r$*%*e *$n hel( $ll le$rner!, e!(e*$ll) E##! In $&&%on, %

! f$r e$!er for $ %e$*her %o (on% %o %he bo$r& n re!(on!e %o %he ne+%$ble re(e$%e& 3ue!%on, /-h$% $re

'e !u((o!e& %o &o5/

Don't$*% !ur(r!e& f !%u&en%! $re lo!% 'hen )ou h$+en4% *le$rl) 'r%%en $n& e(l$ne& !%e("b)"!%e(

&re*%on!

!hec% for Understanding

Doregul$rl) *he*. %h$% !%u&en%! $re un&er!%$n&ng %he le!!on Af%er $n e(l$n$%on or le!!on, $ %e$*her

*oul& !$), /6le$!e (u% %humb! u(, %humb! &o'n, or !&e'$)! %o le% me .no' f %h! ! *le$r, and it's

perfectly fine if you don't understand or are unsure -- I just need to know./ Th! l$!% (hr$!e ! e!!en%$l f

)ou '$n% !%u&en%! %o re!(on& hone!%l) Te$*her! *$n $l!o h$+e !%u&en%! 3u*.l) $n!'er on $ 6o!%"I% no%e

%h$% %he) (l$*e on %her &e!.! The %e$*her *$n %hen 3u*.l) *r*ul$%e %o *he*. re!(on!e!

-hen %e$*her! regul$rl) *he*. for un&er!%$n&ng n %he *l$!!room, !%u&en%! be*ome n*re$!ngl) $'$re

of mon%orng %her o'n un&er!%$n&ng, 'h*h !er+e! $! $ mo&el of goo& !%u&) !.ll! I% $l!o hel(! en!ure

%h$% !%u&en%! $re le$rnng, %hn.ng, un&er!%$n&ng, *om(rehen&ng, $n& (ro*e!!ng $% hgh le+el!

Don't!m(l) $!., /Are %here $n) 3ue!%on!5/ Th! ! no% $n effe*%+e '$) %o g$uge 'h$% $ll )our !%u&en%!

$re %hn.ng -$%ng un%l %he en& of *l$!! %o !ee 'h$% (eo(le 'r%e n %her le$rnng log ! no% gong %o

(ro+&e %mel) fee&b$*. Al!o, &on4% $!!ume %h$% !%u&en%! $re un&er!%$n&ng be*$u!e %he) $re !mlng

$n& no&&ng %her he$&! "" !ome%me! %he) $re u!% beng (ol%e

Encourage De#elopment of ome Language


7/19

Doen*our$ge !%u&en%! %o *on%nue bul&ng %her l%er$*) !.ll! n %her home l$ngu$ge, $l!o .no'n $!

/#1/ Re!e$r*h h$! foun& %h$% le$rnng %o re$& n %he home l$ngu$ge (romo%e! re$&ng $*he+emen% n

%he !e*on& l$ngu$ge $! /%r$n!fer/ o**ur! The!e /%r$n!fer!/ m$) n*lu&e (honolog*$l $'$rene!!,

*om(rehen!on !.ll!, $n& b$*.groun& .no'le&ge

-hle %he re!e$r*h on %r$n!fer of #1 !.ll! %o #2 *$nno% be &ene&, % &oe!n4% me$n %h$% 'e !houl& no%

en*our$ge %he u!e of Engl!h n *l$!! $n& ou%!&e of %he *l$!!room

Don't/b$n/ !%u&en%! from u!ng %her n$%+e l$ngu$ge n %he *l$!!room 7orb&&ng !%u&en%! from u!ng

%her (rm$r) l$ngu$ge! &oe! no% (romo%e $ (o!%+e le$rnng en+ronmen% 'here !%u&en%! feel !$fe %o

%$.e r!.! $n& m$.e m!%$.e! Th! (r$*%*e *$n be h$rmful %o %he rel$%on!h(! be%'een %e$*her! $n&

!%u&en%!, e!(e*$ll) f %e$*her! $*% more l.e l$ngu$ge /(ol*e/ %h$n l$ngu$ge /*o$*he!/

Th! ! *er%$nl) no% $ *om(le%e gu&e "" %he) $re u!% $ fe' of %he mo!% b$!* (r$*%*e! %o .ee( n mn&

'hen %e$*hng Engl!h"#$ngu$ge #e$rner! 8or, for %h$% m$%%er, (rob$bl) $n) !e*on& l$ngu$ge le$rner9

-h$% $re more /&o4! $n& &on4%!/ %h$% )ou 'oul& $&& %o %he l!%5

http://www.ascd.org/publications/educational-leadership/mar11/vol68/num06/nowing-!our-"earning-#arget.asp$M$r*h 2011 : ;olume (: Number

What Students eed to Learn6$ge!


8/19

No m$%%er 'h$% 'e &e*&e !%u&en%! nee& %o le$rn, no% mu*h 'll h$((en un%l !%u&en%! un&er!%$n& 'h$% %he) $re

!u((o!e& %o le$rn &urng $ le!!on $n& !e% %her !gh%! on le$rnng % Reg$r&le!! of ho' m(or%$n% %he *on%en%, ho'

eng$gng %he $*%+%), ho' form$%+e %he $!!e!!men%, or ho' &fferen%$%e& %he n!%ru*%on, unle!! all students!ee,

re*ogne, $n& un&er!%$n& %he le$rnng %$rge% from %he +er) begnnng of %he le!!on, one f$*%or 'll rem$n *on!%$n%?

The %e$*her 'll $l'$)! be %he onl) one (ro+&ng %he &re*%on, fo*u!ng on ge%%ng !%u&en%! %o mee% %he n!%ru*%on$l

obe*%+e! The !%u&en%!, on %he o%her h$n&, 'll fo*u! on &ong 'h$% %he %e$*her !$)!, r$%her %h$n on le$rnng Th!fle! n %he f$*e of 'h$% 'e .no' $bou% nur%urng mo%+$%e&, !elf"regul$%e&, $n& n%en%on$l le$rner! 8mmerm$n,

20019

S%u&en%! 'ho &on4% .no' %he n%en%on of $ le!!on e(en& (re*ou! %me $n& energ) %r)ng %o fgure ou% 'h$% %her

%e$*her! e(e*% %hem %o le$rn An& m$n) !%u&en%!, eh$u!%e& b) %he (ro*e!!, 'on&er 'h) %he) !houl& e+en *$re

Con!&er %he follo'ng hgh !*hool le!!on on "ane #yre The %e$*her begn! b) !$)ng,

To&$), $! )ou re$& %he ne% *h$(%er, *$refull) *om(le%e )our !%u&) gu&e 6$) *lo!e $%%en%on %o %he 3ue!%on! $bou%

Ber%h$@ Mr Ro*he!%er4! fr!% 'fe Fue!%on! 1< %hrough &e$l '%h lun$*) $n& %he f+e *$%egore! of men%$l

llne!! The ne% 1 3ue!%on! fo*u! on f$*%! $bou% Ch$rlo%%e Bron%4! o'n !ol$%e& *hl&hoo& The l$!% 10 %em! $!.

)ou %o &efne %erm! n %he no+el %h$% 'e !el&om u!e %o&$)@)our &*%on$re! 'll hel( )ou &efne %ho!e 'or&! All

3ue!%on! on 7r&$)4! %e!% 'll *ome &re*%l) from %he !%u&) gu&e

-h$% ! m(or%$n% for !%u&en%! %o le$rn n %h! le!!on5 I! % ho' %o *$refull) *om(le%e $ !%u&) gu&e, %he f+e %)(e! of

men%$l llne!!, f$*%! $bou% Bron%4! *hl&hoo&, me$nng! of !el&om"u!e& 'or&!, or f$*%! $bou% Mr Ro*he!%er4! fr!%

'fe5 our gue!! ! $! goo& $! our!

!onstructing a Learning Target

A !h$re& le$rnng %$rge% un($*.! $ /le!!on"!e&/ $moun% of le$rnng@%he (re*!e /*hun./ of %he ($r%*ul$r *on%en%

!%u&en%! $re %o m$!%er 8#e$h), #)on, Thom(!on, -l$m, 2009 I% &e!*rbe! e$*%l) ho' 'ell 'e e(e*% %hem %o

le$rn % $n& ho' 'e 'll $!. %hem %o &emon!%r$%e %h$% le$rnng An& $l%hough %e$*her! &er+e %hem from n!%ru*%on$l

obe*%+e!, le$rnng %$rge%! &ffer from n!%ru*%on$l obe*%+e! n bo%h &e!gn $n& fun*%on

In!%ru*%on$l obe*%+e! $re $bou% n!%ru*%on, &er+e& from *on%en% !%$n&$r&!, 'r%%en n %e$*her l$ngu$ge, $n& u!e&

%o gu&e %e$*hng &urng $ le!!on or $*ro!! $ !ere! of le!!on! The) $re no% &e!gne& for !%u&en%! bu% for %he

%e$*her A !h$re& le$rnng %$rge%, on %he o%her h$n&, fr$me! %he le!!on from %he !%u&en%!4 (on% of +e' A !h$re&

le$rnng %$rge% hel(! !%u&en%! gr$!( %he le!!on4! (ur(o!e@'h) % ! *ru*$l %o le$rn %h! *hun. of nform$%on, on %h!&$), $n& n %h! '$)

S%u&en%! *$n4% !ee, re*ogne, $n& un&er!%$n& 'h$% %he) nee& %o le$rn un%l 'e %r$n!l$%e %he le$rnng n%en%on n%o

&e+elo(men%$ll) $((ro(r$%e, !%u&en%"fren&l), $n& *ul%ur$ll) re!(e*%ful l$ngu$ge One '$) %o &o %h$% ! %o $n!'er %he

follo'ng %hree 3ue!%on! from %he !%u&en%4! (on% of +e'?

1 -h$% 'll I be $ble %o &o 'hen I4+e fn!he& %h! le!!on5

2 -h$% &e$, %o(*, or !ube*% ! m(or%$n% for me %o le$rn $n& un&er!%$n& !o %h$% I *$n &o %h!5

Ho' 'll I !ho' %h$% I *$n &o %h!, $n& ho' 'ell 'll I h$+e %o &o %5

The onlne"onl) fgure $% '''$!*&orgJASCDJ(&fJboo.!JelK20110Kbroo.h$r%Kfgure1(&fllu!%r$%e! %h! (ro*e!!

'%h e$m(le! for )ounger $n& ol&er !%u&en%! C$refull) %$lor )our &e!*r(%on! %o )our !%u&en%!4 un3ue

&e+elo(men%$l le+el!, *ul%ure!, $n& e(eren*e! A le$rnng %$rge% !houl& *on+e) %o your!%u&en%! 'h$% %o&$)4!

le!!on !houl& me$n for the$

0eginning to Share

-hen %e$*her! n %he Arm!%rong S*hool D!%r*% beg$n !h$rng le$rnng %$rge%! '%h %her !%u&en%!, %her e$rl) effor%!

'ere %en%$%+e $n& n *on!!%en% No% $ll %e$*her! %re& %, $n& !ome 'ho %re& && no% !h$re %$rge%! for e+er) le!!on

Some !m(l) ($r$(hr$!e& n!%ru*%on$l obe*%+e!, 'ro%e %he %$rge% !%$%emen%! on %he bo$r&, or %ol& !%u&en%! 'h$%

%he) 'ere gong %o le$rn $% %he begnnng of $ le!!on e%, e+en %her e(lor$%or) $%%em(%! be*$me g$me *h$nger!

-hen %e$*her! *on!!%en%l) !h$re& le$rnng %$rge%! n me$nngful '$)!, !%u&en%! 3u*.l) be*$me more *$($ble

&e*!on m$.er! 'ho .ne' 'here %he) 'ere he$&e& $n& 'ho !h$re& re!(on!bl%) for ge%%ng %here
http://www.ascd.org/ASCD/pdf/books/el_201103_brookhart_figure1.pdfhttp://www.ascd.org/ASCD/pdf/books/el_201103_brookhart_figure1.pdf


9/19

A% #en$(e Elemen%$r) S*hool, for e$m(le, %e$*her! $n& $&mn!%r$%or! m$r+ele& $% %he mme&$%e effe*% of !h$re&

%$rge%! $n& ho' 3u*.l) %ho!e effe*%! mul%(le& 6rn*($l Tom Dng$ re*$ll! $ +!% %o $ 1!% gr$&e *l$!!room &urng

%he fr!% 'ee. of !h$rng le$rnng %$rge%! The %e$*her, Br$n Lo+$lo+!.), le& %he *l$!! n &!*u!!ng %he le$rnng

%$rge% for %he m$%h le!!on %h$% &$)@%o &e!*rbe b$!* !h$(e! $n& *om($re %hem %o one $no%her -hen he $!.e& h!

!%u&en%! ho' %he) 'oul& .no' 'hen %he) h% %h$% %$rge%, one


10/19

/I *$n/ !%$%emen%!, l.e %ho!e (*%ure& on ( mmerm$n D H S*hun. 8E&!9, Self-re!ulated learnin! and acade$ic achieve$ent

/heoretical perspectives8(( 1


11/19

3. Teach in full sentences; teach in conversations.

. !im for real communication in your language of heritage.

". Language is also culture.

#$%ocus on listening and s&eaking' rather than writing and grammaticalanalysis.

(. !ctivities for master and a&&rentice to do together.

). !udio and videota&ing.

*. +ow to be an active learner.

1,. -e sensitive to each others needs; be &atient and &roud of eachother and yourselves/

his is a set of pointers for aster.apprentice teas, or people %ho ight%ant to be aster.apprentice teas for their language of heritage"

1. Leave Englis! be!ind.Furing the 20 hours per %ee& that asters and

apprentices %ill be %or&ing together (or ho%ever any hours you coityourselves to), ai for counicating only in your languageG try not to use!nglish at all" 4t first there %ill be difficulties because the apprentice %ill notbe able to understand or counicate" ou can enhance counication%ith ie (gestures and actions and facial epressions), obAects andpictures, contet, and rephrasing %hat you are trying to tal& about 7see 28"

7a8 6asi) 9uestions.!arly on as an apprentice, you should learn ho% to as&things in your language" ou should learn ho% to as& -8hat is this9 and -8hat isthat9 (6eeber, in ost languages there %ill be lots of different %ords thattranslate into !nglish as that or this, depending on ho% far a%ay soething isor %hat &ind of thing it is") ;r as&, -*o% do you say H9 (#f you %ere trying to learn'panish, and %anted to &no% the %ord for table, the sentence %ould be ICJo sedice -table- en espaKol9 #n aru& one can say siply, piipi -table-9) ;theruestions to learn ight be, 8hat are you doing9 or 8hat a # (or %hat is he)doing9 ;r aybe, ell e a story" 76ut see also point ".8

7b8 Reminding ea)! ot!er.4nother iportant thing for the apprentice tolearn early is ho% to counicate the idea: 1o% say that in our language8henever one of you says soething in !nglish, it %ould be a good custofor the other to as& for it to be resaid in your language"

7)8 f 'ou lapse into Englis!: get rig!t ba), into 'our language.hin&of !nglish as a habit you are tying to brea&" 'oe of us have gone to%eight.loss progras %here the staff says, #f you go off progra and
http://www.aicls.org/pages/10steps.html#10steps3http://www.aicls.org/pages/10steps.html#10steps4http://www.aicls.org/pages/10steps.html#10steps5http://www.aicls.org/pages/10steps.html#10steps6http://www.aicls.org/pages/10steps.html#10steps6http://www.aicls.org/pages/10steps.html#10steps7http://www.aicls.org/pages/10steps.html#10steps8http://www.aicls.org/pages/10steps.html#10steps9http://www.aicls.org/pages/10steps.html#10steps10http://www.aicls.org/pages/10steps.html#10steps10http://www.aicls.org/pages/10steps.html#10steps2http://www.aicls.org/pages/10steps.html#10steps5http://www.aicls.org/pages/10steps.html#10steps3http://www.aicls.org/pages/10steps.html#10steps4http://www.aicls.org/pages/10steps.html#10steps5http://www.aicls.org/pages/10steps.html#10steps6http://www.aicls.org/pages/10steps.html#10steps6http://www.aicls.org/pages/10steps.html#10steps7http://www.aicls.org/pages/10steps.html#10steps8http://www.aicls.org/pages/10steps.html#10steps9http://www.aicls.org/pages/10steps.html#10steps10http://www.aicls.org/pages/10steps.html#10steps10http://www.aicls.org/pages/10steps.html#10steps2http://www.aicls.org/pages/10steps.html#10steps5


12/19

binge, don-t thin& of yourself as a%ful, don-t decide you can-t do it and giveupG Aust put it behind you and get bac& on the progra again" Fo the saefor your language"

2. a,e 'ourself understood $it! nonverbal )ommuni)ation.

7a8 *)tions.4t the %or&shop, 1ancy 6ichardson and erry 'upahan deonstratedthe enorous value of acting out %hat you are trying to say" #f you are the teacher,your apprentice %ill understand betterG if you are the apprentice, you can help yourteacher understand %hat you are trying to counicate even %hen you don-t &no%the %ords" /ore iportantly, research suggests that %e learn uch better if %elearn %ords ebedded in actions"

E;amples+hin& about a bas&etry lesson" 4s 1ancy 6ichardsondeonstrates, she is able to teach not only %ords for bas&etry aterials, butalso action %ords, coands li&e 'it do%n and $ic& up the stic&s, and

%ords li&e under and over a&ing us learn by doing the actions" ;r if youdon-t &no% the %ord for a an s%iing, for instance, perfor the actionsof a person s%iing in order to get your teacher to understand %hat youare as&ing" eachers can also old apprentice actions to get the tounderstandG %hen 'teve horne %as teaching us the *indi gesture for coehere, he %ent over to the person he %as %or&ing %ith and too& his ar andactually brought hi over, to sho% %hat it %as he %anted the person to do"

7b8


13/19

E;ample+#f you are trying to teach the %ord for door, don-t Aust say door, anddon-t use !nglish to translate the %ord or eplain it" #nstead, spea&ing al%ays inyour language, say things li&e, his is a door" 4s&, 8here is the door9 'ay, 1o%# a going to open the door" 1o% #-ll close the door" #- &noc&ing on the door" ellthe apprentice, ;pen the door" Close the door" !tend counication furtherusing gestures to help in your counication say, #t-s hot in hereM Let-s open thedoor" ;r tell the apprentice, +o out the door" hen say, 1o%, close the door"hen, 1o%, &noc& on the door" 8hen s5he &noc&s, say, Coe inM

t is ver' important for t!e apprenti)e to !ear a $ord or senten)eman' timesbefore s5he learns to recogni3e it, and then to say it" hroughvaried sentences, including coands, along %ith the physical activitieselicited by the coands, the apprentice hears a given %ord (in this casedoor) any ties in different contets, and %ill be able to pic& out that%ord in the future %hen s5he hears it, and later on be able to use it in his orher o%n speech" he teas should reeber the adage used by language

teachers that )ompre!ension pre)edes produ)tion .in other %ords, anapprentice should focus on learning to recogni3e and understand the %ordsand sentences" Being able to actually say the %ords and sentences %illnaturally follo%"

4. *im for real )ommuni)ation in 'our language of !eritage.4i at

doing every thing in your language" ;nce the apprentice can do soe basiccounication, don-t start your sessions by saying in !nglish, -8hat shall%e do today9 'ay it in your language" #f you need a brea&, say, Let-s havesoe coffee in your language, not in !nglish" #f you &no% ho% to greet eachother in your language, never do it in !nglish" *s $e advised at t!e$or,s!op, if you get sic& and tired of each other, get angry in yourlanguage, not !nglish" Fon-t thin& of your language as soething you doAust during lessons, but as the language of counication bet%een you t%oal%ays, and %ith other people too %ho &no% the language or are trying tolearn it" 'oeday, even if the house caught fire, aybe you %ould be soaccustoed to spea&ing your language that you %ould yell ireM in yourlanguage of heritageM #s this going too far9 8ell, it-s soething to thin&about, any%ay

". Language is also )ulture.our language is not Aust a translation fro!nglish, Learning your language of heritage also eans learning about all&inds of custos, values, and appropriate %ays of behaving"

E;amples+# entioned using gestures to counicateG learn ho% to dogestures in your culture of heritage"


14/19

8e said above that t!e apprenti)e s!ould learn !o$ to as, various9uestions, such as 8hat-s this9 or 8hat are you doing9 'uch uestionsay actually be ipolite in your language of heritage, and you ay need tolearn a polite %ay to get your point across" 8hile storytelling is a goodactivity for language teaching and learning, it is probably the case that any

stories are not supposed to be told in the suertie" Learn about t!estories and t!e restri)tions governing t!em"

4 great deal of vocabulary is ebedded in traditional %ays of life" Foingtraditional activities such as participating in cereonies, or traditional food.gathering, or a&ing or using obAects such as traditional houses, tools,%eapons, or coo&ing utensils %ill be iportant for language learning" #nsoe cases, the aster and apprentice ay not &no% ho% to do thesethingsG in that case, aybe you can go to soeone else together for help";r aybe no one &no%s these things anyoreG in that case, reading soeof the old ethnographies ight be useful, to learn about both vocabulary andtraditional cultural practices"

%0>o)us on listening and spea,ing: rat!er t!an $riting and

grammati)al anal'sis.8riting and graar have iportant uses, but youdon-t need to focus on these to learn to spea& a language" Languagelearning in classroos is soeties only about %riting and graar, butpeople alost never learn ho% to spea& a language fluently %hen %ritingand graar are the focus" 'o %e urge you to focus on listening and

spea&ing"

ou don-t have to &no%

%hat a relative clause is

to use one"

Remember t!ese points+

7a8 !e apprenti)e )an learn t!e grammar of t!e language un)ons)iousl',

siply by hearing it and using it"hat is ho% children learn graar, and despite%hat %e have been told in the past, adults can still learn ne% languages the %aychildren learn their first language" ou don-t have to &no% %hat a relative clause isto use one"

7b8 *lt!oug! $riting t!ings do$n is a ni)e )rut)! for revie$ing

$ords: 'ou onl' reall' learn t!em b' !earing t!em and sa'ing t!emman' times" 4 tea needs to a&e sure that vocabulary ites are used in


15/19

conversation over and over for a long period of tieG that is the %ay they%ill be learned"

7)8 (ne bad t!ing about $riting is t!at it ma,es pronun)iation

suffer" 4 better eory aid is to have the %ords and sentences you are

trying to learn recorded on tape by the teacher 7see ?8"

7d8 Writing also tends to ma,e us insert Englis! too mu)! into t!e

learning pro)ess, because %e are li&ely to %rite !nglish translations besidethe %ords and sentences in the language of heritage" Counities %ho havelong used %riting as part of language learning in the schools report that%hen the children %rite in the language of heritage, it is uite changed anduch ore li&e !nglish"

Ho$ever: t!is is not to sa' t!at 'ou s!ould give up all $riting andgrammati)al anal'sis" +raatical analysis ay in the long run be veryusefulG languages ight have a lot of special constructions and affies thatare hard to learn, and one ight %ant to study these seriously andconsciously" 4lso, any counities already have %riting systes, andbecoing copetent in your language ight include copetency in readingand %riting" 8riting a language, so long as it is not al%ays tied to an !nglishtranslation, ight be soething you %ant to develop as a ne% for oflanguage use for your counity" ou ight %ant to use %riting to recordold stories, or %rite letters to each other, or begin a ne% art for of poetry"But Aust reeber that to learn ho% to spea& a language fluently, %ritingand graar are not as iportant as Aust listening and tal&ing, tal&ing and

listening"

@. *)tivities for master and apprenti)e to do toget!er.;ne uestion

people al%ays as& is, 8hat do %e do to learn5teach the language %hen %eare together9 *ere are soe of the ost iportant things you can do"

/aybe you-d rather rela

and %atch a baseball gae

or the 8orld Cup on "

Nust turn the sound do%n

and be your o%n announcers"

7a8 Live 'our dail' life toget!er.Fon-t thin& of this tie together as outside ofyour noral patterns of living" Fo you have to do the laundry9 Fo it, and tal& about
http://www.aicls.org/pages/10steps.html#10steps8http://www.aicls.org/pages/10steps.html#10steps8


16/19

%hat you are doing in your language" Fo you %ant to go gabling9 Fo it, but onlyuse your language" Fo you %ant to fi your car, go to the store, plant a garden,paint your house, coo& supper9 Fo it in your language" 8ould you li&e to ta&e adrive or a %al&9 /aybe you-d rather rela and %atch a baseball gae or the 8orldCup on " Aust turn the sound do%n and be your o%n announcers"

7b8 5o traditional a)tivities.7See ".8

7)8 &la'0a)t.his ight be hard for soe because it ight see toochildishG but thin& of yourselves as children, for they are the best languagelearners in the %orld" $ut yourselves into pretend situations and try to usethe language to ad the out" $lay %ith hand.puppets and act out atraditional story" his sort of activity is easiest for those asters andapprentices %ho are involved in children-s language progras as %ellG youcan al%ays Austify these childli&e activities by saying to yourselves, -8ell,%e-re really Aust doing this to prepare a lesson for the &idsM

E;amples+6ay and /elodie ade a *upa language video of a %aitress andcustoer in a restaurant" 4t the training %or&shop, 'ylvia and Claude gave aperforance in /oAave of eating together" erry 'upahan tells and acts outthe story of the theft of fire in aru& to his schoolchildrenG 'arah 'upahantells he hree Bears"

7d8 &lanned lessons.ou can also plan out lessons together on a oreforal basis" hin& of sets of vocabulary %ords you %ould li&e to teach orlearn" Bring pictures or obAects to %or& %ith" 6eeber to al%ays ebed alesson in real sentences and counication" or eaple, if you are goingto teach the body parts, teach the as a series of coands or uestions"his is y head" his is y shoulder" -his is y &nee" #s this y&nee9

7e8 Aisit ot!er spea,ers toget!er.ry to get together in groups as uchas possible" his is relatively easy for counities %ith ore than oneaster.apprentice tea" he asters can tal& to each other, %hich %ill be arelief to the.it %ill be the one tie %hen they can counicate freely andepect the other to understand" By listening, the apprentices %ill get goodeposure to the language" /ost of the other activities entioned above

could also be done by the group as a %hole"

7f8 ea)! $!at 'ou learn.4s the apprentice, one %ay to increase youro%n language use is to teach %hat you have learned to soeone else" eachit to your child, or to an interested relative or friend" /any of you arealready teaching in schools or in suer progras or evening classesG apply%hat you learn to those classes"
http://www.aicls.org/pages/10steps.html#10steps5http://www.aicls.org/pages/10steps.html#10steps5


17/19

7g8 Have Bimmersion gat!erings.B'oe tribes run iersion caps,%here &ids or failies coe together in a nice place and all activities areconducted in the language" #f your counity doesn-t do that and you don-t%ant to plan soething so etensive yourself, you could Aust have get.togethers, %here all the aster.apprentice teas, and perhaps other

spea&ers and interested people, could coe together for a potluc& supper oran overnight trip soe%here" #f you %ant to find out ore about iersioncaps and ho% to plan the, 1ancy 6ichardson, erry 'upahan, 6ay Baldyand other *upas, and /att and 4gnes era are aong those %ho haveconducted the"

""" one %ay to increase your o%n language use

is to teach %hat you have learned

to soeone else"

?. *udio and videotaping.hese can be a very iportant aid in languagelearning"

(a) #f the elder that you %or& %ith finds it obAectionable to repeat things often, youcan get added practice fro tapes" !ven if the elder %ill repeat %ords often, you%ill probably still %ant added practice"

(b) he aster can tape all &inds of things, including stories and songs, thatthe apprentice can listen to, and that the t%o of you can go over together for

added vocabulary, graar, etc"

/artha /ach suggests that one %ay to a&e a practice tape %ould be torecord the elder repeating a %ord or sentence D$ to ten ties, leaving a gapof several seconds bet%een each repetition" hen %hen the apprentice playsthe tape, s5he can repeat the ite during the gaps"

(c) ou ight need to drive a lotG you can play audio tapes on your carstereo if you have one, or perhaps on a 8al&an %hen you are driving or%al&ing or Aust doing chores"

(d) ideo can also be used to a&e practice tapes, %ith the addedadvantage that all the gestures and action %e have been tal&ing about abovecan be recorded"

(e) 4udio or video can be used to a&e ore foral lessons to teach toclasses" (he *upa videotape entioned earlier is a good eaple")


18/19

(f) #n the long run, the audio and videotapes you a&e %ill be etreelyvaluable to your faily and counity as a record of the language as it %asspo&en by the elders" Label your tapes %ell, and store the safely" /a&ecopies for safe&eeping" eep in ind that soeday you ay %ant to depositthe in a counity archive, useu, library, or university, for posterity"

. Ho$ to be an a)tive learner.he aster does not al%ays have to ta&echarge of deciding %hat, ho%, and %hen to teach" he aster is the epert%ho &no%s the language and a vast store of cultural &no%ledge that goes%ith it, but in any cases the apprentice ay &no% ore about teaching"he apprentice should feel free to guide his or her o%n learning eperienceas uch as suits the relationship and the situation" 4s the apprentice, youcan guide the teaching by as&ing the aster uestions about the language,by suggesting %hat sort of activity you ight do on a given day, by settingup play.acting situations, or as&ing the aster to tell you things li&e %hats5he has been doing, tell a story, etc" our aster ay have a lot of ideastoo, but ay need to be encouraged and dra%n out" 4s an active learner,you can also focus on trying to understand %hat the aster thin&s isiportant to do" 8hich one of you guides the learning the ost %ill dependon the particular teaG but ai for a&ing the learning eperience a truepartnership"

""" &eep in ind that

anything the aster %ants to teach

is of great value,

even if it is not

%hat you had in ind

at the oent"

1D. 6e sensitive to ea)! ot!ers needs= be patient and proud of ea)!

ot!er and 'ourselves$ersonalities and cultural differences %ill play a bigrole in ho% you develop as a tea" here ay be a generation gapbet%een the t%o of you, as /artha /acri pointed out in the training%or&shop" Coing to understand each other and respect each other-sphilosophy, values, and needs is an iportant part of your partnership" 4lso,reeber that language teaching and learning are bound to producefrustration along the %ay for both ebers of the tea" #f you get


19/19

frustrated, do soething to relieve the tension. tal& it out, or change theactivity, or ta&e a brea&"

!e master needs to ,eep in mind t!at language learning is a slo$

pro)ess, and needs to be patient %hen the apprentice doesn-t learn

soething as fast as the aster thin&s s5he should" Being overly critical orteasing soeone %hen they a&e a ista&e %ill discourage the apprenticefro using the language" Learn to correct %ithout being Audgental" 8henyour apprentice says a sentence, it ay have lots of errors and it ay soundterrible to youG but be proud of the effort he or she is a&ing to learn"Correct errors by siply repeating the sentence correctly" hin& of a otherinteracting %ith her toddler: the toddler ight say, Faddy goed in carM andthe other %ould respond, es, Faddy %ent to to%n in the carM 'he iscorrecting errors, etending the sentence further to increase the child-slearning, and epressing pride in her child-s language use, all at once"

he apprentice needs to &eep in ind that anything the aster %ants toteach is of great value, even if it is not %hat you had in ind at theoent" *lso learn $!at t!ings t!e master gets frustrated about int!e language tea)!ing &ro)ess and tr' to find $a's to relieve t!e

situation"

#f you start to get discouraged, reeber that you are doing the best youcan, and you deserve to be proud" ou are a&ing a heroic coitent to a%onderful cause, by %or&ing together to bring your language bac& fro thebrin& of death"

Teaching and Learning Tips

Documents

Transcript of Teaching and Learning Tips