Workshop in a Box
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Transcript of Workshop in a Box
What Teachers Really Need to Know
Angela B. ThevenotThe University of Memphis
ESL WORKSHOP IN A BOX
Teachers need to know about:
Cultural Issues
ESL Methods and Techniques
Authentic Assessment
What Teachers Need to Know about
Cultural Issues
Surface Culture vs. Deep Culture Differences in Academic Cultures Cultural Thinking Process of Acculturation
What Teachers Need to Know about
ESL Methods and Techniques
Using Comprehensible Input Accommodation Content-Based Instruction
What Teachers Need to Know About
Authentic Assessment
BICS vs. CALP Four Stages of SLA Authentic Assessment Tools Realistic Expectation
Test Your ESL Knowledge!
Take the challenge.
“Discuss amongst yourselves”
SESSION 1
CULTURAL ISSUES
The ELLs Voice Surface Culture vs. Deep Culture Differences in Academic Cultures Cultural Thinking Process of Acculturation
The Language Learner’s Voice
Introduce the ESL student’s voice using some form of audio/video or print media such as:
YouTube clipNYTimes videoAmy Tan’s “Mother Tongue” essay
Everybody has a Culture.
What Teachers Need to Know aboutSurface Vs. Deep Culture
Surface Culture:
Those things that are visible, readily explained and easily changed.
Deep Culture:
Those aspects of culture that embody deeply held values and beliefs and are therefore not easily changed.
What Teachers Need to Know aboutDifferences in Academic Culture
Some Ways Academic Cultures differ.
•Values•Roles •Assumptions •Attitudes•Patterns of behavior / Nonverbal Communication•Rhetorical patterns
“Students need to learn behaviors expected in their new environments, but may need explicit instruction and patient reminding to change habits and become ‘bi-cultural’ (able to meet expectations in their home culture and school culture, as appropriate).
–Tennessee ESL Program Guide
SO WHAT?What is the significance in the
classroom?
Cultural Misunderstanding Affects Assessment
Misunderstanding of cultural influences can slant educational assessment of children .
Teacher perceptions of “Good and Bad” behavior influence their interactions with students.
1. Behavioral norms are based on cultural expectations. (Your culture)
2. Teachers reward behavior that supports their cultural expectations.
What Teachers Need to Know aboutThe Process of Acculturation
4 Predictable Stages
4 Stages of Acculturation(The 4 H’s)
oneymoonostilityumorome
Honeymoon - characterized by excitement, anticipation, enjoyment of differences.
Hostility- characterized by irritation, anger, depression, physical ailments.
Humor- characterized by a growing ability to deal with the differences and see them as
interesting or funny.
Home- characterized by the ability to function well and feel comfortable in the new culture.
Adapted for the ESL student:
Euphoria
Initial phase in which students will experience a period of excitement over their new surroundings
Culture Shock
This is associated with the student feeling separated, angry, frustrated, sad, lonely, homesick , and even physically ill.
Anomie
This is a gradual stage in which students begin to accept differences in thinking and feeling around them. They are slowly becoming more accepting of other people in the second culture and do not feel totally bound to their native culture nor fully adapted to the second culture.
Assimilation or adaptation
This stage represents near or full recovery by showing acceptance of the new culture and self-confidence in the ‘new’ person they have become in the new culture.
Of course.
Talk to a neighbor and discuss what types of behavior might be associated with each of these stages?
What would you look for to determine a level of acculturation in children’s school behaviors?
What Teachers Need to Know About
Cultural Thinking
Individualism vs. Collectivism
‘I think’ vs. ‘We think’
Are you from an ‘I think’ or‘We think’ culture?
Cultures belong to one of two categories:
•Low ContextIndividualistic – ‘I think’
•High Context Collectivist – ‘We think’
“We think”Members of these cultures share:
•Values•Attitudes•Beliefs
They tend to value the group over the individual, oral vs. written communications, a hierarchical workplace and an emphasis on being over doing.
They tend to avoid conflict with other members of their culture. Hence, “giving and keeping face.”
Silence is seen as polite.
Indirect and formal communications.
Individualistic Cultures“I think”
Members of these cultures come from different ethnic, religious, educational and socioeconomic backgrounds. As a result they tend to differ widely on:
•Values•Attitudes•Beliefs
These cultures tend to value:
• Written communication over oral - more has to be explained to people who don’t share your background
• Individual achievement over group welfare
• Separation of work and personal life
• A democratic workplace structure
• Competition, argumentation and aggression
• Silence must be replaced with communication
• Direct and informal communications
And Teachers Need to Know This
Why?
Academic Deep CultureIs Driven by Individualists’ or Collectivists’
Thinking
• Wait time•Eye contact•Physical space•Concept of time•Raising the hand•Schema•Teacher vs. student centered classroom•Parents’ role•Helping each other vs. cheating
Cultural Interpretations Examples
Avoiding Direct Eye Contact
Looking on/with another student
Dishonesty, Shame Showing Respect
Cheating Learning Strategy
Us Them Behavior
Making assumptions through our cultural lenses can create falseimpressions of character.
WRAP IT UP!
• Thank group for coming.• Field research as bridge to next
workshop
ESL Methods and Techniques
Workshop 2ESL Methods & Techniques
Preparation:Network with other teachers at your
school and come up with 5 – 10 responses to the following question:
Your principal tells you that you are getting three ESL students at registration . . . What questions do you ask?
SESSION 2
ESL Methods and Techniques
What Teacher Need to Know about ESL Methods & Techniques
How to use Comprehensible Input
Accommodation Content-Based Instruction Strategies
What Teachers Need to Know AboutComprehensible Input
What will help ESL students understand and learn the lesson material?
Schema Realia Kinesthetics Scaffolding
Mrs. Amin’s Lesson
Strategies that Help ELLs Learn the Material pictures gestures; actions;
drama pointing repetition clear pronunciation keywords on the board clear printing on
board slower rate of speech simplified language predictable structure
energy; enthusiasm discussion with a
partner or group emphasis on key
words/points pauses facial expressions verification of
understanding vocal expressions
intonation
Content Area Strategies
pre-teach vocabulary Scaffold with clearly written text/outline
on board CALLA Method - Keep the content complex
but the language simple
Accommodation
Eliminate True/False Remove 2 out of 4 of multiple choice Grade essays on content rather than
grammar Minimize task. Ex. 5 vocabulary
words rather than 20 Buddy/small Group Work rather than
individual presentation
Session 3
ASSESSMENTSTRATEGIES
What Teachers Need to Know about Assessment
BICS vs. CALP Four Stages of SLA Authentic Assessment Tools Realistic Expectation and
Accommodation
How’s that English working for them?
Determine BICS and/or CALP and why
Determine level of L2 acquisition
Two Dimensions of Language
BICS and CALPShe can read and write – can she speak?
He can speak – can he read and write?
Basic Interpersonal Communication Skills (BICS)- Takes 1 to 2 years to develop
Cognitive Academic Language Proficiency (CALP)- Takes 5 to 7 years to develop
Four Stages of SLA
Stage 1 – Pre-Production Stage 2 – Early Production Stage 3 – Speech Emergence Stage 4 – Intermediate Fluency
Authentic Assessment Tools Oral Interviews Story or Text Retelling Writing Samples Projects/Exhibitions Experiments/Demonstrations Teacher Observations Process/Progress Portfolios Rubrics
Essentials of Error Correction Focus on accuracy or fluency but not both
at once. Be selective – keep error correction to a
minimum. Correct what is being focused on. Model when possible, rather than correct. Encourage self-correction. Encourage student to student feedback. Recognize errors as positive signs of
language development.
For Example:Which student is more advanced and why?
Student A: I eated all my lunch today.Student B: I eat all my lunch today.
Although student B might be less ‘offensive’ to the ear, student A shows an awareness and acquisition of simple past tense.
Expectation & Accommodation
Less is more. – Shorten the assignment
It takes longer. – Allow more time for tests.
Translation tools are a wonderful thing.
What can you do to more authenticallyassess your students?
•Learn all you can about cultural expectations.
• Respect differences in cultural interactions.
• Avoid labeling children based on cultural actions
•Practice nonbiased observations.
•Use multiple assessment sources to evaluate children’s potential. •..
Suggested Reading: Travel as a Political Act – Rick Steves
Available to teachers for $5 athttp://www.ricksteves.com/graffiti/graffiti152.html
Working with English Language Learners Answers to Teachers’ Top Ten Questions – Stephen Cary
Five-Minute Activities for Young Learners – Penny McKay and Jenni Guse
Authentic Assessment for English Language Learners – O’Malley and Pierce
Tennessee ESL Program Guidehttp://www.tntesol.org/forms/ESLProgramGuide.pdf
To Download this PowerPointGo to:
umdrive.memphis.edu/abthevnt/workshopinabox.ppt
Handout: umdrive.memphis.edu/abthevnt/public/
WORKSHOPINABOXMrs. Amin video: wwwlib.jmu.edu/./esl.aspx