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Faculty Notes

ESL/503 Version 2Instructional Techniques and Methods of ESL

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Faculty NotesESL/503 Version 2

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Week One Faculty Notes

Theoretical Considerations of Language Teaching Principles for English Language Learners (ELLs)

Identify components associated with grammar-based approaches. Compare and contrast a variety of language theorists’ beliefs with regard to second language

instruction. Examine characteristics of participatory language teaching. Determine how participatory practices impact English language learning. Analyze a variety of self-directed learning techniques. Evaluate the importance for literacy skills integration.

Preview

ALL DELIVERY METHODS1. Facilitate introductions and a course overview discussion.2. Refer students to the Learning Team toolkit.

CLASSROOM AND ONLINE1. Form Learning Teams.2. Discuss Learning Team Meetings.

CLASSROOM1. Discuss required Learning Team Logs.2. Discuss the Learning Team Charter assignment.

DIRECTED STUDY AND ONLINESet expectations for the Learning Summaries and responses to Discussion Questions.

1. Theoretical considerations of language teaching principles for English Language Learners (ELLs) a. Components associated with grammar-based approaches

1) Grammar-translationa) Popular in Europe and America from the mid-19th century to the mid-20th centuryb) Versions still exist in many countries around the world.c) The goal is for students to read and write in the target language after learning rules and

their applications. d) Lessons are grammatically sequenced, and learners are expected to produce errorless

translations from the beginning. e) Little attempt is made to communicate orally in the target language. f) Directions and explanations are given in the first language.

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2) Audiolingualism a) Based on behaviorism, language is acquired through habit formation and stimulus-

response association. b) Structures of the target language are carefully ordered and dialogues repeated to

develop correct habits of speaking. c) Listening and speaking skills take precedence of over reading and writing skills.

3) Direct method (derived from the Natural Method)a) Students are immersed in the target language and inductively discover the rules of the

target language. b) Teacher monologues, formal questions, and answers are proposed, and repetitions of

correct input are frequent, and this is all conducted in the target language exclusively. 4) Cognitive-code approaches

a) Refers to an attempt to rely consciously on a syllabus based on grammar, but allows for the practice and use of language in meaningful ways

b) Sub-skills, listening, speaking, reading, and writing (sound discrimination and pronunciation) need to be mastered before students can participate in real communication activities.

c) Lessons are highly structured through a deductive process. b. Language theorists’ beliefs regarding second-language instruction

1) Chomskya) Language development is a complicated phenomenon that cannot be explained by

behaviorism alone. b) Some aspects of language are innate or inborn. c) Opposes the idea that the mind is a blank slate and that grammar is simply an output

based on a record of data d) Proposed the notion of the Language Acquisition Device (LAD), which is associated with

all that is universal in human languages and ultimately responsible for humans’ capacity for language learning

e) Explored Universal Grammars, which are the basic principles shared by all languages2) Connectionists

a) Consider the brain a neutral network consisting of nodes that operate in nonlinear ways when stimulated

b) A structure of networks in the brain controls and constrains the kinds of information the brain can internalize, the tasks that it can perform, and the things it can store.

3) Deacon a) Argues that the human brain is pre-equipped by evolutionary forces for dealing with the

symbolic representation that distinguishes human language b) The LAD does not contain a Universal Grammar. The brain does not innately contain

that kind of knowledge. c) Children master language at an early age due to the evolution of the language itself to fit

the child’s capacity to learn.

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4) Wilkinsa) Was concerned with helping the learner meet specific communication needs through

input b) Proposed the notional-functional framework, which organized input into a set of notional

categories for the purpose of syllabus design (that is, A category may include various ways to express probability: I am certain that it will get done…probably it will get done…

5) Breen and Candlina) Effective Communicative Approach is one in which a shared knowledge is explored and

then modified.b) Negotiation of meaning in a new language is crucial.

c. Characteristics of participatory language teaching 1) Involves the important aspects of communicative teaching and negotiating meaning2) Finds its roots on Freire’s critical pedagogy that teachers and students can establish

dialectical relationships, share power to reach academic goals, and enable students and teachers to explore issues together

3) Pennycook calls it pedagogy of engagement.a) Issues need to have a transformative dimension that go beyond apolitical critical

thinking.b) Issues need to make a difference in students’ lives.c) Must be issues of investment and desired) Cannot be reduced to simply another methode) Involves a fundamental change in our attitude toward teaching

4) Participatory teaching considers language learning a social and cultural process.a) Can free students from society’s negative labelsb) Can empower them to assert more control over their own academic, social, and

economic destinies5) Auerbach’s principles of participatory language teaching

a) The experience of the participants should be central to the curriculum content.b) Everyone teaches; everyone learns.c) Classroom processes are dialogical and collaborative.d) Individual experiences should link to social analysis.e) The acquisition of skills and information is contextualized.f) Content relates to social context.

6) Critical pedagogy more closely resembles natural dialogue outside the classroom.d. Participatory practices and their effect on English language learning

1) Problem-posing (Wallerstein,1983)a) Develops critical-thinking skills through student group dynamicsb) Teacher finds codifications (such as., stories, pictures); students discuss experiences

and decide what they can do to help others.c) Has three major components

(1) Listening(2) Dialogue(3) Action

2) Dialectical writinga) Eases students into the writing process

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b) The reader is immediately accessible.c) Dialogue journals provide effective contexts for language development.d) Teacher acts as real reader, not mistake detector.e) Zone of proximal development for language learning is created.

3) Theme cycles and investigative inquirya) Actively involve students in research and curriculum negotiationb) The class generates a list of questions.c) Students and teachers generate a list of books to read, people to interview, and so on.d) Students and teachers share their learning.

4) Misconceptions about participatory teachinga) The teacher gives up all traditional practices.

(1) This is not true many practices can be effective depending proficiency because levels, age, and culture of the learner.

(2) Students gain maturity, proficiency, and share power in the classroom.b) The teacher turns over the reins of power to students.

(1) Freire stresses that the teacher can and should be involved and influential concerning what happens in the classroom.

(2) The teacher’s main role is to lead and guide the student through the curriculum.(3) The teacher is the chief initiator.

e. Self-directed learning techniques1) Students’ development of self-directed learning techniques is critical to participatory

teaching because these strategies can allow for great autonomy on the part of students in all areas of academia.

2) Hedge’s (2000) survey results of self-directed learning showed that teachers placed great importance on the following:a) Defining one’s own objectives b) Using language materials effectively and building on what one learns from themc) Organizing the learningd) Making sure enough time has been set aside for ite) Depending more on oneself rather than the teacher

3) O’Malley and Chamot’s (1990) strategiesa) Metacognitive: Self-regulatory strategies help students plan, monitor, and self-evaluate.b) Cognitive: helps students to actively manipulate the content or skills they are learningc) Social and affective: Communicative and self-control strategies help students interact

with others to enhance learning or control their own affective states.4) Natural language framework

a) Natural language framework states that reading is a natural process based on an innate motivation.

b) Harste, Woodwork, and Burke (1984) found that preschool children growing up with environmental print learned to read without formal instruction.

c) This is referred to as a whole language approach. d) Written language is more abstract than speech and requires more complex frame

connections. e) Speaking, reading, and writing are socially motivated, active, creative processes

requiring a high degree of personal involvement. f) Goodman was instrumental in developing the natural language perspective.

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(1) Bottom-up approaches adhere to the idea that acquiring literacy begins at the abstract level. (a) These approaches can be devastating for children who are not thinking

metalinguistically. (b) Can be frustrating for older learners who have not had other means for

accessing the written language(2) Top-down approaches are associated with meaningful languages from the

beginning rather than abstract bits and pieces. (a) Students internalize bits and pieces as they engage personally with reading and

writing. (b) Abstract bits and pieces are learned as needed with the help of the teacher.

f. Literacy skills integration1) Within a natural language framework, integrating the four skills- listening, speaking, reading,

and writing- is not difficult. 2) Should be natural for both students and teachers3) Can take place from the beginning, even if students are functioning at low literacy skills level 4) Natural curiosity may encourage students to use complex levels of communication and

incorporate all literacy skills for which they are capable. 5) Students begin their transition into literacy before they actually begin to speak. 6) Learning literacy skills in the first language is important for ELLs so that their cognitive

development is not delayed while they are trying to learn a new language system. 7) Reading as an interactive process

a) Interactive reading is a process during which meaning is created by the reader. b) The focus of the interactive conceptualization is on the reader. c) The reader relates to the text and develops a relationship through this preliminary

interpretation. d) Interpretations of texts are either accepted or rejected by the reader based on the

interaction with other readers. e) While interactions, interpretations, analyses, and so on, are formed, skills are

internalized and higher levels of understanding are developed. 8) Writing as an interactive process

a) The writer brings to the process his or her values, relationships, experiences, and so on. b) The interactive process includes other writers at home, school, and in the community. c) The interactive process includes other texts, written and oral stories, drama, and so on. d) The interactive process produces an evolving product that reflects a communal effort.

9) Teaching techniques that facilitate the reading and writing experience a) Motivation for writing can come from numerous sources in second and foreign language

classes (such as, music, poetry, and storytelling). b) Writing can be very subjective (such as, pen pals, journal entries, poetry).c) Writing can be objective (such as, forms, charts, maps).d) Process writing

(1) Brainstorming(2) Gathering information(3) Organizing information into a cluster or graphic organizer(4) Putting the words on paper(5) Consulting with others

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(6) Revising2. Class discussion

Summary

ALL DELIVERY METHODS1. Review key points and preview Week Two.

DIRECTED STUDY AND ONLINE1. Remind students to submit their Learning Summaries.2. Remind students to submit their responses to the Discussion Questions.

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Week Two Faculty Notes

Creating a Classroom Environment for Language Acquisition

Explore the influences of attitude, motivation, and anxiety on second language learning. Compare and contrast first- and second-language acquisition. Analyze models commonly used to foster language acquisition. Identify theories of social interaction related to second language acquisition. Describe the usefulness of grammar instruction in supporting second language learning. Evaluate how positive educational /community environments influence second language learning.

Preview

ALL DELIVERY METHODSPresent Week Two overview.

1. Creating a classroom environment for language acquisition a. Attitude, motivation, and anxiety and second language learning

1) Attitudes a) Self

(1) Successful language learners appear to have higher self-esteem than those who are unsuccessful.

(2) The degree of self-esteem may vary from situation-to-situation or task-to-task. (3) Students may have overall or global self-esteem; however, they may have lower

self-esteem when it relates to second language learning.b) Target language and the people who speak it

(1) Stereotyping plays a large role in language learning.(2) Negative stereotypes attributed to ELLs may become internalized and undermine

language acquisition. c) Teacher and the classroom

(1) Differing cultural beliefs and values can lead to conflicts between teachers and students.

(2) Affective activities or humanistic techniques can ease tensions to enhance attitudes.

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2) Motivation a) Integrative

(1) The desire to integrate and identify with a target group(2) Generally stronger than instrumental motivation in predicting proficiency

b) Instrumental (1) Desire to learn a language for its economic advantage(2) Can work alongside integrative motivation

c) Combination of both types is also common.3) Anxiety

a) Types of anxiety(1) Trait anxiety is a predisposition toward feeling anxious. (2) State anxiety is produced in reaction to specific situations.

b) Strategies reduce anxiety in the language classroom.(1) Provide multiple opportunities for success(2) Encourage students to take moderate risks(3) Reduce competition either by individuals or by groups

c) Related factors for success in second language learning(1) Acculturation: The degree to which ELLs acculturate to the target group positively

influences acquisition. (2) Denativization: An accommodation process in which the learner changes his or her

preconceived notions about how a language works to fit the new language, helps the learner become proficient.

(3) Accommodation: The less social distance perceived between the learner and the native speaker, the more likely that learning will be enhanced.

(4) Personality: Certain characteristics can foster proficiency, and they include willingness to take risks, relative lack of inhibition, and the ability to tolerate ambiguity.

b. First- and second-language acquisition1) Similarities between ELL students

a) Construct language from prior conceptual knowledgeb) Learner is active and tests and revises hypothesesc) Require an interactional processd) Employ cognitive strategiese) Need modified input to assist in comprehensionf) Develop language in predictable stagesg) Make developmental errorsh) Require a silent period

2) Differences between ELL studentsa) Usually have more highly developed cognitionb) Generally have a greater knowledge of the rolec) Can learn and apply rules more readily d) Usually have more control over the input e) Have a first language to use as a resource f) May have other languages from which to drawg) Are usually familiar with one or more cultures

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h) May have a challenge with attitude or motivation i) Are more likely to be inhibited, anxious, and afraid of making errors

c. Models commonly used to foster language acquisition.1) Krashen’s Monitor Model

a) Acquisition is subconscious and learning is conscious.b) Acquired items pass through an affective filter of inhibitions, motivation, personality,

factors, and so on.c) Input moves into the subconscious to become intake (that which is actually internalized).d) Learned items become part of the monitor and are used only in production to what is

relatively simple for the speaker.e) A super monitor user is a speaker who is adept at applying rules and communicating

simultaneously. f) Underusers are those who make many errors in form due to a low level of monitoring

language output. g) Optimal users are speakers who apply the monitor appropriately.

2) Ellis’ Variable Competence Modela) Focuses on interaction b) Input is not enough because ELLs need to negotiate meaning.c) ELL students’ demonstrate variations in the production of interlanguage forms. d) Ellis contends that this variation is often the result of whether the process is a primary

one (using automatic rules) in an unplanned discourse or a secondary one (using analyzed rules) in planned discourse.

e) The automatic and analytic systems represent a continuum and are not dichotomous. f) The rate of acquisition depends on the quantity and quality of the interaction in which the

learner is involved. 3) Levelt’s First Language Model and its implications

a) The conceptualizer produces preverbal messages reflecting the speaker’s intentions. It is also responsible for monitoring.

b) The formulator consists of two sub-components.(1) The grammatical encoder retrieves lemmas (declarative information about the

meaning and sense of lexical items) from the lexicon and comes up with grammatical relations to show how the concepts relate within the message (the surface structure).

(2) The phonological encoder designs a phonemic plan based on the surface structure. (a) The articulator lies out and implements the phonetic plan in the form of

neuromuscular instructions.(b) The speech-comprehension system makes internal speech and over speech

available to the conceptual system, which gives the speaker a chance to monitor his or her utterances.

c) Generating messages and monitoring are controlled processes, which acquire the speaker’s continuing attention.

d) Grammatical encoding, form encoding, and articulation are highly automatic processes, which require little attention on the part of the speaker.

e) There is no separate monitor because the conceptualizer has the ability and knowledge necessary to monitor output.

d. Theories of social interaction related to second-language acquisition 1) Vygotsky

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a) The distance between actual developmental level and the level of potential development is termed at the Zone of Proximal Development (ZPD).

b) ZPD hypothesis explains, in part, some cognitive requirements necessary to language acquisition.

c) The individual has two developmental levels that interact with learning.d) Learning precedes maturation and creates mental structures within the brain.e) The individual progresses from actual development levels to a potential developmental

level through interaction.f) Learning should be one step ahead of development.g) Society is the determiner of development.

2) Piageta) The processes of learning and mental development are independent.b) Believes that maturation proceeds learningc) Input must be at the student’s actual level of development.d) Biology is the determiner in universal stages of development.

3) Freire distinguished two kinds of education: banking and libertarian or transformation.a) Banking education involves the act of depositin” information from the teacher to the

student; the student is passive.b) Libertarian or transformation education requires student involvement in acts of cognition;

the teacher is the student and the students are the teachers through dialogue.e. Usefulness of ELL grammar instruction

1) Direct versus indirect grammar instruction in the second-language educational setting is highly debated.

2) Higgs and Clifford (1982) claim their students inductively acquire grammar through interactive processes and became victims of fossilization. a) Students need to move through an interlanguage process for fossilization to occur. b) Fossilization: a pattern of errors over time; takes time to determinec) Second-language research often lacks rigor and draws dissimilar conclusions.

3) Instructed grammar classrooms need to be compared with natural classrooms. a) Instructed grammar is not generally considered the most important contributor to

interlanguage development. b) Judicious use of grammar instruction can raise consciousness of the target language

and differences between output and input. c) Some research shows instructed grammar increases the rate of acquisition and level of

attainment. 4) The Learnability/Teachability hypothesis supports the benefits of instructed grammar when

the student is developmentally ready (Pienemann, 1988). 5) Teachers should think of grammar instruction as individualized and flexible with a mix of rich

interactive activities. f. Positive school and community environments influence second language learning.

1) Promoting academic achievement a) Poor academic performance can be due to an array of factors.

(1) Economic inequality(2) Ability tracking(3) Low expectations on the part of teachers(4) Pressure of standardized tests

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(5) Lack of respect for the individual (6) Social humiliation(7) Lack of first-language support

b) The overall school environment and student-teacher relationships are of utmost importance with regard to student academic success.

2) Promoting cultural understanding a) Awareness training can be used to sensitize teachers and staff to the needs of diverse

student populations. b) Affective activities, cooperative learning, and participatory strategies foster respect and

understanding, which, in turn, increase academic achievement. 2. Class discussion

Summary

ALL DELIVERY METHODS1. Review key points and preview Week Three.2. Remind students to submit the Strategy Inventory Paper and the Interactive Process Diagram and

Paper.


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Week Three Faculty Notes

Exploring Methods of Teaching English to ELLs

Define the characteristics associated with Total Physical Response (TPR) and the audio-motor unit.

Identify characteristics of the Natural Approach and Language Experience Approach. Examine the stages of second language speech production. Create a pre, during, and post-reading activity to foster reading comprehension. Examine considerations for effective conferencing with ELLs.

Preview

ALL DELIVERY METHODSPresent Week Three overview.

1. Exploring methods of teaching English to ELLsa. Characteristics associated with Total Physical Response (TPR) and the audio-motor unit

1) TPR: The cognitive process of language acquisition synchronized with and facilitated by movements of the body (Asher, 1960)a) Characteristics

(1) Involves giving commands to which students react with physical movements(2) The cognitive process of language acquisition is synchronized with and partially

facilitated by the movement of the body. (3) The imperatives bring the target language alive by making it comprehensible. (4) Production is naturally delayed until listening comprehension is developed. (5) Students at all ages can remain silent until ready to speak, usually after 10 hours of

instruction. (6) Commands are given to the whole class, small groups, or to individuals. (7) When students move into the production phase, they volunteer to give commands. (8) The lessons are not focused on grammar, but rather on meaning.(9) Grammar is expected to become internalized inductively. (10)Can be readily adapted to any age level

b) Disadvantages(1) Teaching nonphysical elements of language and nonpresent tense verbs is difficult. (2) Teaching abstract concepts is questionable.(3) Lacks intrinsic sequencing (4) Curriculum usually has to be developed and sequenced by the teacher.

2) Audio-motor unit: a particular sequence of commands on a single topic (Kalivoda, Moraian, & Elkins, 1971)a) Characteristics

(1) The teacher demonstrates the appropriate responses to commands.(2) The units are usually taped for ease with repetitive use.(3) The students are invited to comply with the commands. (4) They are supplemental to a larger language program.

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(5) They include cultural learning specific to the target language. b) Benefits

(1) Vocabulary structure and syntax are reinforced by physical response and repetition.(2) Interest is developed through physical acting out. (3) The lessons have a real impact on oral production. (4) Nonnative teachers of the various languages improved their own language skills. (5) Due to their taped nature, various native speakers can be used to produce the units

and provide multiple language models in the classroom.c) Disadvantages

(1) Dependence on the tape to give commands(2) Lessons are less personalized and less flexible.(3) Lessons tend to be less grammar-specific because they emphasize the imperative.(4) Lessons are teacher controlled and structured.

b. Characteristics of the Natural Approach1) Natural Approach (Krashen & Terrell, 1983)

a) Historically marks a turning point in how language teaching in the U.S. becomes a communicative focus

b) Based on the premise that students must acquire the second language in much the same way that people acquire language in natural situations

c) Some individuals believe that it is an approach, not a method.d) Can be used with other compatible methods and activitiese) Focus is on real communication, comprehensible input, and relevant topics.f) Comprehension precedes production.

(1) A silent period is allowed during which time students are not forced to produce language.

(2) The teacher uses the target language predominantly and provides comprehensible input.

g) Production must be allowed to emerge in variable stages.(1) Responses begin with nonverbal communication and progress to single words, and

so on.(2) Students speak when ready, and speech errors are not corrected usually.

h) The course syllabus focuses on communicative goals.(1) Grammar is not the focus and can be learned through relevant communication.(2) Discussion centers on relevant topics and, grammar is acquired via meaningful

interactions.i) The activities are designed to lower the affective filter.

(1) Students are engrossed in interesting ideas.(2) The atmosphere is friendly and accepting.

j) Limitations (1) The method is oriented to oral development with beginning to low-intermediate

students, and teachers need to be aware that literacy skills require more emphasis than the approach calls for, and advanced students need to be challenged through an increased emphasis on higher-thinking skills.

(2) It does not adequately address the formal teaching of grammar.

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(3) The content and tasks for beginners are mainly related to everyday survival topics, and these may be inadequate for those who wish to reach academic proficiency sooner in the new language.

c. Stages of second-language speech production1) Comprehension

a) Marked by a silent period in which students do not produce language but are attending to its forms, uses, and so on.

b) Students develop the ability to understand spoken language and to react to simple commands.

c) Students receive comprehensible input usually from the teacher or peers.d) TPR techniques are often used.e) The students’ main goal is to develop listening skills.f) Simple responses from the student are encouraged (such as, gestures, nodding,

answering “yes” or “no,” pointing).g) Students should not be called on to answer or perform individually.h) Concepts should be continually introduced and reinforced.

2) Early speech productiona) Students are able to produce a few words and can often recognize their written versions.b) Students begin to elicit more lengthy responses.c) Speech contains many errors initially.

3) Speech emergencea) Utterances become longer and more complex.b) Students can read and write simple text in the target language.c) As a student becomes capable of fuller production, he or she can express him or herself

in a variety of ways and can understand much of what is said.d) Many errors are still made, but if enough comprehensible input has been internalized,

they should gradually decrease as the students move toward full production.e) If undue attention has been paid to developmental errors, the process of acquiring

correct grammatical forms in the target language could be impeded.4) Intermediate fluency

a) Students experience a dramatic increase in social and academic vocabulary recognition, both oral and written.

b) Idioms are challenging.c) Frequent errors in grammar, vocabulary, and pronunciation may be made, but to a

lesser degree as compared to early speech production stages.d) Confidence in speaking ability and ability to read or write using more complex

vocabulary is apparent.d. Characteristics of the Language Experience Approach (Van Allen & Allen, 1967)

1) Predicated on the notion that students can learn to write by dictating to the teacher what they already can express verbally. The process begins with students’ experiences.a) A student discusses an experience with the teacher and/or fellow students.b) A student dictates a story about the experience to the teacher, and the teacher writes

down exactly what the student says, including the errors.c) The teacher reads aloud each sentence after it is written, giving the student a chance to

make changes.d) The student is encouraged to read the story either silently or aloud to the teacher or to

another student and then rewrite it.

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2) As an alternative to individual dictation, the whole class or small groups within the class may dictate a group story.

3) Advantagesa) The text is appropriate both cognitively and linguistically because it comes from the

students themselves.b) Students’ own culture and ideas are encouraged and validated.c) Self-concepts and independence are fostered.d) Students learn from one another and scaffold upon each others’ contributions.

4) Disadvantagesa) Students might get the mistaken idea that writing is simply recorded speech.b) Teachers have reservations about writing down student errors as part of the dictation

procedure for fear that students might learn the errors.c) The teacher’s role is a transcriber when he or she could be acting in a more facilitative

role.d) If not used correctly, can take too much time and take away from literature or other

literacy activitiese. Main purposes of pre-, during-, and post-reading activities

1) Pre-readinga) Helps the student relay the text to prior knowledge and experience in the first and

second languageb) Heightens motivation for readingc) Gains cultural knowledge, helps fully comprehend what the writer is trying to sayd) Helps ELLs preview and learn new vocabulary

2) During-reading a) Teacher checks for understanding b) Teacher facilitates or guides to help in providing a reading model if necessaryc) Teacher clarifies concepts and author meaning

3) Post-readinga) Extends knowledge b) Creates writing experiences based on reading c) Shares knowledge with other students in the class d) Practices new language forms learned through reading

f. Considerations for effective conferencing with ELLs1) Conferencing is an integral component in a workshop approach to writing. 2) It should not be disruptive, and therefore, take place in an out-of-the-way place. 3) Individuals may need to conference at different times.4) Individual students should not be forced to participate. 5) Conferencing groups may be organized in several ways: with peer consultants, in pairs, or

through students partnerships. 6) Purpose of the conference may vary depending on the phase of the writing process. 7) Feedback on errors should occur only at the final stages of editing. 8) All students should be treated as individuals, and their culture should be considered while in

the process of conferencing.

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2. Class discussion

Summary

ALL DELIVERY METHODS1. Review key points and preview Week Four.2. Remind students to submit the Contrastive Table and Model Critique and the Analysis of Vignettes


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Week Four Faculty Notes

Effective Language Learning Activities for ELLs

Explain the benefits of using chants, music, poetry, storytelling, role-play, drama, and games to foster English language development.

Design a chant, song, or poem to teach a content-related concept. Examine the role of affective activities in the language learning environment. Identify teacher characteristics necessary for effective implementation of affective activities.

Preview

ALL DELIVERY METHODSPresent Week Four overview.

1. Effective language learning activities for ELLsa. Chants, music, poetry, storytelling, role-play, drama, and games are beneficial in fostering

English language development.1) ELLs, like first-language learners, can benefit from a variety of linguistically rich activities.2) At any age and at any level of linguistic proficiency, an individual’s linguistic repertoire can

be enriched by learning chunks of useful language.3) Prosodic elements of language, redundancy, and thoughtless repetition can lower anxiety

levels and increase ego permeability.4) Unlike audiolingualism, these types of rhythmic and sound repetitive activities are more

palatable and sensually appealing beyond ordinary drills.5) Meaningful word or sound play provides beginning students with tools for communication

and provides a stopgap strategy that allows them early entry into the new culture as well.6) Students can internalize routines and patterns without consciously memorizing them.7) The routines and patterns can form a part of the individual’s creative speech later on.

a) Incorporate the use of chants to teach new concepts and reinforce previously learned information and skills(1) Provide language learned with a rhythmic means for improving speaking and

listening skills(2) Expose students to natural intonation patterns and idiomatic expressions in

provocative or humorous situations(3) Encourage students to express their feelings by playing out everyday life situations(4) Teach the cultural rules of turn-taking and appropriate ways to communicate specific

needs in different situations(5) Help students internalize matrices and reinforce specific vocabulary items

b) Chant(1) Teacher explains the situational context so the students understand it because

vocabulary and cultural implications are important(2) Teacher gives each line of the chant once or twice as needed, and the students

respond in unison. At this stage, the teacher can correct pronunciation or intonation problems.

(3) Teacher establishes a beat or rhythm by clapping, snapping fingers, and so on.

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(4) Class is divided into two parts; the teacher gives the lines with the beat, and the groups alternately repeat the lines.

(5) Ongoing dialogue is conducted between the teacher and class.(6) Recommendations

(a) Once students are familiar with a number of chants, they can be invited to change words or situations by developing new chants.

(b) Known chants can be the basis for reading and writing activities.(c) Can lead to student performances that help them integrate into the environment

more easilyc) Music

(1) Reduces anxiety and inhibition in ELLs(2) Motivates in that the lyrics are often very meaningful(3) Heightens awareness of prosodic elements (4) Breaks down cultural and ethnic barriers(5) Teaches basic vocabulary related to simple concepts like body parts, colors, and

simple actions(6) Easy to use across the curriculum because teachers do not need to be singers

because records or tapes can be used effectively(7) Recommendations

(a) New words can be interchanged in known songs, such as adding student names, thereby making the songs more humanistic and related to the students.

(b) Songs can be used as the stimulus for discussions because vocabulary from the songs often provide enough context for talk.

d) Poetry(1) Includes elements similar to those found in chants and music(2) Must be treated as a separate category(3) They can be long or short; however, they can be charged with meaning and

emotional content.(4) Can be used to introduce or reinforce ideas or topics(5) Can be used from the introductory language levels to the advanced(6) There are a variety of poems such as cinquains, tanka, or haiku that are easy to use

with language learners.(7) Free verse or styles should be encouraged because students may not be capable of

using rhyme due to their lack of vocabulary.(8) Recommendations

(a) Poems can be written by groups of students using pictures to stimulate ideas.(b) Teachers should encourage students to write poems about events or situations

in their lives to provide an impetus for writing.e) Storytelling

(1) Allows students to explore their inner resources, empathize with others, and use their experiences as scaffolds from which to begin

(2) Allows students to improve their ability to produce the target language(3) Encourages the acquisition of nonverbal nuances(4) Improves the ability to work cooperatively in groups(5) Heightens self-esteem, motivation, spontaneity, and helps lower self-consciousness(6) Has been used traditionally to teach, entertain, and explain the unknown

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(7) Can help improve a variety of psychological factors involved with second language learning

(8) Recommendations(a) Storytelling of any type can be used even if the students do not understand

every word.(b) Subsequent retelling helps motivate them to comprehend more each time.

f) Role-play(1) Allows students to be creative and put themselves in others’ positions(2) Can be just play or serious sociodrama centered around a stated conflict(3) Sociodrama is more student-centered than teacher-centered.(4) The most beneficial role-play involves the teacher in a role to give needed

comprehensible input when needed.(5) Recommendations

(a) Start role-play with short situations(b) More proficient students, can adapt pieces of literature.(c) Mid-beginners can be given matrices or situations on index cards to role-play.

(6) Steps to follow in using sociodrama (Shaftel & Shaftel, 1967)(a) Introduce topic(b) Stimulate student interest(c) Present new vocabulary(d) Read a story with a clear problem(e) Stop the story at the climax(f) Discuss the dilemma(g) Select students to play roles(h) Act out the story(i) Discuss alternative solutions to problem(j) Replay the drama with new solutions or strategies if necessary or desired

g) Drama(1) An integral part of storytelling and role-play but has its own category.(2) Involves written pieces in play form that can include dialogues, plot, and roles(3) Needs to be memorized and acted out on a stage or read aloud(4) Recommendations

(a) Can be written and performed by the students(b) Use of musical lyrics, poetry, TV shows, and so on. can be used for input

h) Games(1) Have fun value, as well as pedagogical value in second-language learning(2) They lower anxiety and make acquisition more likely.(3) Can be motivating, relevant, interesting, and comprehensible(4) Develop and reinforce concepts and vocabulary(5) Can be used in large or small groups and may be quiet or interactive(6) May be used competitively but not to embarrass individuals(7) Rules should be clear and concise and well explained.(8) Need not cost much and many can be created by the teacher(9) Types of games

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(a) Nonverbal games can be used to acquaint students as ice breakers.(b) Board advancing(c) Word-focus games(d) Treasure hunts(e) Guessing games

b. The role of affective activities in the language learning classroom 1) Have grown directly or indirectly from values clarification ideas such as prizing, choosing,

and acting on beliefs and behaviors2) Add valuable dimensions to the learning language process3) Teacher using these activities must set ground rules: Give students the right to pass, the

right to be heard, and the right to have their opinions respected.4) Activities must be compatible to age, proficiency, and cultural background of students.5) Types of affective activities

a) Surveysb) Journal keepingc) Concentric circles

c. Teacher characteristics for effective implementation of affective activities1) Impartial with no desire to change beliefs or behaviors of students 2) Accepting and wanting to bond with students3) Comfortable sharing feelings4) Well-versed in literature and related activities5) Trained to effectively implement affective activities6) Effective facilitators7) Teachers should not use affective activities to practice therapy.

2. Class discussion

Summary

ALL DELIVERY METHODS1. Review key points and preview Week Five.2. Remind students to submit the Reading T-Charts and the Language Proficiency Paper and

Presentation.


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Week Five Faculty Notes

Theory to Practice: Planning for Effective Instruction

Explore a variety of language tests used to determine language placement. Describe the characteristics and purposes of various authentic assessment techniques. Examine English as a Second Language (ESL) and foreign language standards. Identify factors that determine programmatic focus. Describe the use of cooperative learning as a management technique. Evaluate the use of the various tools to teach language.

Preview

ALL DELIVERY METHODSPresent Week Five overview.

1. Theory to practice: planning for effective instructiona. Language tests

1) Language tests can be used for three purposes: placement, diagnoses, and achievement assessment.

2) There are different types of language tests. a) Norm-referenced tests measure how a student compares to other students. b) Criterion-referenced tests tell how well a student has met specific objectives or a level

performance in a certain area. c) Indirect testing does not examine the ability to perform in authentic situations. d) Direct testing tests abilities actually used in given contexts. e) Discrete point tests examine the knowledge of specific elements in phonology, grammar,

and vocabulary.f) Integrative tests examine a student’s ability to use many skills to accomplish a task.

3) Determining placement a) Listening comprehension tasks, oral interviews, informal writing, and reading

interpretation can be used in combination for placement. b) Testers must carefully match their language level to that used by the student. c) Test results may show overlaps in placement levels. d) Typical language behaviors are gauged using the following levels of proficiency:

beginning (low, mid, high), intermediate (low, mid, high), and advanced (low, mid, high). 4) Holistic and analytic scoring

a) Holistic scoring requires the rater to give a single impression of a student’s performance.(1) Performance is usually rated by placement categories such as beginning,

intermediate, or advanced (or by a number).(2) Ratings can be difficult to understand because they could refer to a number of

qualities or skills.b) Analytic scoring requires the rater to judge a variety of individual aspects within a

category. (1) This scoring generally rates a variety of individual aspects of a piece being scored.(2) General categories for scoring can be broken down into sub-parts or sub-skills.

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b. Characteristics and purposes of authentic assessment techniques1) Involve students in tasks typical of a communicative classroom 2) Assessment is ongoing and instructive (formative and summative). 3) Assessment is process focused rather than product focused. 4) Provides continual informal evaluation of teaching practices and programs5) Types

a) Portfolios(1) Collections of student work, performance checklists, and other data that represents

growth over time(2) Work can represent finished products or works in progress.(3) Can be used for placement, diagnosis, and for measuring achievement

b) Student-teacher conferencing(1) Allows students to self-monitor or see their growth over time(2) These conferences can be highly motivating and encouraging for students at all

levels.(3) Enables students and teacher to plan out future work or strategies for growth

c) Performance checklists(1) The criteria should be structured as general performance objectives rather than

discrete skills.(2) Help teachers develop profiles of students and chart longitudinal progress

c. ESL and foreign language standards 1) ESL

a) Specify what students should know and be able to do b) Help ensure that a program is including relevant skills c) Standards should be considered guidelines and be universal to fit most students. d) TESL standards (1997) for pre k-12

(1) Goal one: use English to communicate in social settings(2) Goal two: use English to achieve in content areas (3) Goal three: use English in socially and culturally appropriate ways

2) Foreign language standards www.actfl.org (ACTFL, 1996)a) Communication: communicate in languages other than Englishb) Cultures: gain knowledge and understanding of other culturesc) Connections: connect with other disciplines and acquire informationd) Comparisons: develop insight into the nature of language and culturee) Communities: participate in multilingual communities at home and around the world

3) Advantages and disadvantages of language standards a) Advantages

(1) Crucial to any successful language programs if they are offered as guidelines. Then, they can be used flexibly in the classroom without constraining the autonomy teachers and students need in order to progress toward a participatory classroom.

(2) Specify what students should know and what they should be able to do as a result of instruction in the target language

(3) Help assure stakeholders that relevant skills are necessary to reach personal, sociopolitical, and academic objectives and are being included in the language program

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(4) Help students and teachers clarify what skills are necessary to each student’s development as an autonomous learner and effective citizen in the community

b) Disadvantage: If standards are used as strait jackets for the curriculum, they can become a hindrance to the learning process by prescribing too closely what students should learn and thereby failing to create the necessary conditions for learning.

d. Factors that determine programmatic focus1) There is some disagreement about the proper focus for communicative programs.

a) Some say teachers and their students should focus on proficiencies or competencies.b) Others say they should focus on tasks.c) Some say they should focus on content.

2) Proficiency or competency-based instructiona) Focus on the “mastery of basic and life skills necessary for the individual to function

proficiently in society”b) Learning outcomes are divided into skills and sub-skills.c) Checklists are often used to make sure students have proficiencies or competencies

before they can move on to the next task or the next level.3) Task-based instruction

a) Include: filling out a form, typing a letter, checking a book out of the library, and so on.b) Similar to experiential learning because the target task is identified, a model is provided,

the enabling skill is identified, and the pedagogic task is devised.c) Provide students with the opportunity to:

(1) Develop language skills by meeting their needs(2) Be exposed to native speaker or user language(3) Receive explicit instruction and guided practice(4) Mobilize emerging skills by rehearsing

4) Content-based instructiona) Usually associated with the academic content found in school subjects such as math,

science, history, and so on.b) Academic content used in second-language classes is integrated with language skills

around a content topic.c) Academic content is generally selected by the teacher and modified input is tailored to

the students’ needs.5) Ways to integrate methods and activities

a) A program that integrates methods and activities might be organized, at least at beginning levels, around basic topics (such as, occupations, clothing).

b) Subject areas might include art, math, business, computer processing, and so on.c) Content must be relevant to the students and their needs and concerns.d) Activities utilize higher-level language as students move toward higher language-

proficiency levels.e. Cooperative learning as a management technique

1) Can be effective at any age level2) Interdependence is established among the students.3) Results on cooperative learning indicate great potential to produce academic success

because students can practice giving output and negotiate meaning in a comfortable environment.

4) Group learning appears most successful when:

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a) It is well-organized.b) Structured to give equal roles to language minority students when they are mixed with

native speakersc) Carefully monitored and frequently assessed by a teacher who intervenes when

necessaryd) Requires participants to have prior instruction in working in groups effectivelye) Presents tasks that engage the group’s interest and for which the outcomes are not

predeterminedf) Offers ELLs multiple opportunities for receiving the input and output necessary for

acquisition5) One possible drawback is if it is used extensively at the beginning to intermediate levels with

ELLs, there could be the possibility of early fossilization.f. Tools to teach language

1) Textbooksa) Large programs with multiple components of supplemental materials are available. b) The Episode Hypothesis states that text will be easier to reproduce, understand, and

recall, to the extent that it is motivated and structured episodically. c) Textbook selection guidelines:

(1) Purpose and motivation about language learning, topics, themes, strategies, activities, and character representation should be relevant and important.

(2) Appropriateness of material to language needs, goals, interest, and expectations of students should be considered.

(3) Format presentation should be attractive, skill areas integrated, tasks varied, and concepts recycled.

(4) Authenticity of material in terms of the content, conversations, activities, and reading selections should represent authentic situations and cultures.

(5) Teacher resources should be included, be clearly written, and options provided.2) Computer programs

a) Some programs allow teachers to use authoring systems to develop their systems. b) Some programs use drill and test discreet point material. c) Some programs have highly integrative focus.

(1) Simulation (2) Interfacing (3) Expository and creative writing (4) Problem-solving

d) Computer games (1) Can provide language learners with challenges within the target language (2) They require interaction with another involved in the game.

3) Film and video a) Can be student produced to promote motivation to communicate and use language

authentically b) Commercially produced videos provide material for lesson planning. c) Interactive videos serve as tools for communicative skills. d) Provide experiences with authentic listening and practice with reading and writing

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2. Class discussion

Summary

ALL DELIVERY METHODS1. Review key points and preview Week Six.2. Remind students to submit the Creative Language Activity Paper and the Language Activity.


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Week Six Faculty Notes

Instructional Programs for ELLs

Identify the characteristics of various second-language program designs. Explore factors that heighten bilingual effectiveness. Describe what teachers of mainstream, sheltered, and adjunct classes can do to lower the

affective burdens of ELLs. Examine the characteristics, strengths, and problems associated with foreign language

programs. Explore a variety of Dual Language programs.

Preview

ALL DELIVERY METHODSPresent Week Five overview.

1. Instructional programs for ELLsa. Characteristics of second-language program designs

1) Submersiona) Students whose first language is different from that of the community are often

submerged in content-area classes in which they are a minority among proficient speakers.

b) Students often find themselves at a disadvantage due to the following factors:(1) Input is often incomprehensible. (2) They are treated as intellectual inferiors.(3) Teachers generally do not understand their language or culture.(4) First language may be regarded as a hindrance to the mastery of the second

language.(5) Cognitive development may suffer due to the teacher’s low expectations and

inappropriate instruction for ELLs.2) Mainstreaming

a) Before students are mainstreamed, they are generally evaluated by both the ELLs and content-area teacher to assure they have been introduced to basic concepts and have the necessary skills for academic work.

b) Skills that ELLs need to know before entering a mainstream learning setting:(1) Note-taking and study skills(2) Basic research skills, including summarizing and paraphrasing(3) Test-taking skills, including writing answers in paragraph form

c) Sometimes a mainstream class is paired with an adjunct course for non-English speakers where students receive assistance with language and content learning from a language teacher who works in conjunction with the mainstream course instructor.

3) Immersion: All immersion programs have students who are at similar levels of proficiency in their new language (They generally receive input specially tailored to their needs.). a) Foreign language immersion

(1) Students are from the language majority population and are part of the dominant cultural group.

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(2) Students are placed in content-area classes in which a foreign language is the medium for communication and instruction.

b) Second-language immersion(1) Found in ESL, sheltered content, and adjunct classes(2) Input is adjusted to the students’ needs, but their first language and culture are often

very different.(3) The teacher may or may not be familiar with the first language and culture of the

students. However, he/she is usually prepared in the current language and content teaching methodology and often is familiar with some aspect of the language(s) and culture(s) represented in the classroom.

b. Bilingual education1) Involves teaching students in some combination of their first and second languages2) Its goals usually include being able to function effectively in the fundamental skill areas

(speaking, listening, reading, writing).3) There are three types of bilingual education programs.

a) Transitional (1) Language minority students learn most of the subject matter in their first language. (2) Students are gradually transitioned to all English classes.

b) Maintenance(1) Students continue throughout much of their schooling to learn a portion of the

subject matter in their first language. (2) They develop their academic proficiency in English while learning some content

language in their first language.c) Enrichment

(1) A portion of the subject matter is taught in the second language to broaden cultural horizons or in anticipation of some future move or visit to another culture.

(2) A single program may be enrichment for some and maintenance for others.4) Bilingual programs can be characterized as either one-way or two-way.

a) One-way bilingual education(1) Language minority students begin their education in the new culture by learning the

core academic content in their first language.(2) Students do not miss out on important concept formation while trying to master the

second language.(3) What is learned in the first language is easily transferred to their second.(4) Some are maintenance or late-exit programs in which students continue learning at

least a portion of the content in their first language.(5) Most of the one-way bilingual programs in the U.S., are transitional or early-exit

programs; once students have acquired a sufficient amount of the target language to survive, the bilingual component of their schooling is dropped.

b) Two-way bilingual education(1) Goal: learning the mainstream subject matter and becoming proficient in both

languages. These programs are becoming popular in the U.S. among students, parents, and communities.

(2) In most cases, these programs are voluntary and require parental permission.(3) Students who enroll in these programs include both language minority and language

majority who speak the dominant language of the mainstream culture.(4) Language minority students learn the primary language of newcomers.

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(5) Students are integrated for most of the school day, except when they are working on specific language instruction in their new languages.

5) Research shows that language minority students in bilingual programs do best overall when:a) The teaching staff is of high-quality and trained for bilingual instruction.b) Challenging academic instruction is given in the first language for as long a time period

as possible while the students are also receiving progressively more of the same kind of instruction in the second language.

c) Current interactive approaches are used in which students are actively involved in a discovery process and in cognitively complex learning.

d) The two languages are separated for instruction by subject area or theme, by regular time slots, or by teacher.

e) The non-English language is used for at least 50% of the time spent on instruction and as much as 90% in the early grades.

f) Students are integrated with English speakers in the two-way program in a balanced ratio of 50:50 or 60:40 but not below 70:30.

g) The school environment is supportive and affirming.h) Administrators within the school support the program.i) The two languages are given equal status, thus creating self-confidence among all

students.j) Close collaboration is established between parents and the school.k) The program is thought to be a gifted and talented program for all students.

c. Teachers of mainstream, sheltered, and adjunct classes and how their characteristics help lower the affective burdens of ELLs. 1) Mainstream teachers

a) Provide a warm environment in which help is readily available to the studentb) If possible, use a satisfactory/unsatisfactory grade option until the ELL is able to

complete successfully with proficient speakersc) Record lectures or talks on a cassetted) Some of the proficient English-speaking students simplify the textbook by rewriting the

chapters.e) Choose proficient English-speaking students who take effective, comprehensible notes

to make copies of them for ELLs2) Mainstream, sheltered-class, and adjunct teachers

a) Plan lessons that are related to the students’ lives, utilize a lot of visuals, and provide for hands-on kinds of involvement

b) Communicate individually with the ELL as much as time permitsc) Avoid forcing students to speakd) Reassure the students that their own languages are acceptable and importante) Make most corrections indirectly by repeating what the students have said in correct

formf) Try to answer all questions that the students ask but avoid an overly detailed

explanationg) If lecture is inappropriate, try to make information as comprehensible as possible, but

avoid talking down to the students.h) Frequently check to see that what you are saying is understoodi) Use confirmation checks if you are not sure you are understanding what the student is

saying

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j) Give students sufficient wait-time before expecting answersk) Develop word or concept lists including technical vocabulary with which the student will

need to be familiarl) Encourage students to use their bilingual dictionaries when necessary or to ask

questions when they do not understand important conceptsm) Reinforce key concepts over and over in a variety of situations and activitiesn) Whenever possible, utilize tutors who speak the native languages of the studento) Request that appropriate content-area books be ordered for the library in the students’

native languagesp) Become informed as much as possible on the various cultures represented by the

studentsq) Acknowledge and incorporate the students’ cultures whenever possibler) Prepare the students for lessons and reading assignments by asking them what they

already know about the subject and encourage them to look for main ideas, make predictions, and so on

s) Discuss some of the new vocabulary, cultural items, and structure students might find in reading selections

t) Increase possibilities for success by alternating difficult activities with easier onesd. Characteristics associated with foreign language programs

1) Foreign language programs a) Village Immersion program

(1) Each village forms a miniature cultural enclave.(2) Students develop a second language and culture. (3) There is a deep commitment to global concerns. (4) Target language is used exclusively throughout the day for a variety of purposes. (5) Students are taught useful words and phrases early in order to facilitate interactions

and subsequent language learning.(6) Error correction is done through modeling; however, some direct instruction is

provided. b) French Immersion programs

(1) This program is optimal for producing bilinguals. (2) Children learn subject matter in French when no adverse effects on first-language

development(3) Intelligence Quotient (IQ) is not predictive of success in these classes as it is in

typical or traditional English-only classrooms. (4) Most students become competent in receptive skills (listening and reading) by the

end of elementary school. (5) Productive skills (speaking and writing) continue to develop and become more

proficient in later grades by contact with French speakers. (6) Benefits

(a) Cultural enrichment for all participants, including the families of the students (b) School’s Parents Teachers Association (PTA) thrives and positive attitudes

prevail.(7) Weaknesses

(a) There is a lack of materials for ELLs and those used have been developed for native language speakers.

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(b) Lack of teacher recruitment because there is a paucity of teachers with the expertise and fluency needed for this type of program

2) Bicultural Institutea) The primary goal is to link educational and cultural communities. b) Students are heterogeneous (all ages and proficiency levels). c) Teachers are all local and have been trained in providing comprehensible input.d) Classes are divided according to beginning, intermediate, and advanced levels. e) Extracurricular activities are interactive in nature.

3) Middle and high school foreign language programs e. Dual Language programs

1) They are gaining popularity across the United States.2) Extensive research reports that two-way bilingual programs appear to be the most effective

(Collier & Thomas, 1999). 3) In two-way programs, Spanish-speaking children learn English and English-speaking

children learn Spanish. a) District philosophy

(1) Biliteracy is desirable and attainable for functional and creative thinking and communicating.

(2) Future benefits in higher education and economics are extensive.(3) Education is most effective when there is a cooperative effort between home and

school. b) Program description

(1) Both Spanish and English learners develop and maintain grade level skills in two languages.

(2) Course subjects are taught in the first language while fluency in their second language is developed.

2. Class discussion

Summary

ALL DELIVERY METHODS1. Present course summary.2. Remind students to complete the Student-End-of-Course Survey at https://ecampus.phoenix.edu. 3. Remind students to submit the Paper on Language Test Placement.4. Remind students to submit the Language Program Venn Diagram.5. Remind students to submit the Rubric for Appropriate Academic Placement.


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