Esl.aei summer institute powerpoint

273 views
214 views

Published on

Published in: Education, Technology
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
273
On SlideShare
0
From Embeds
0
Number of Embeds
1
Actions
Shares
0
Downloads
1
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

Esl.aei summer institute powerpoint

  1. 1. Professional Development Workshop Delivered by: University of New Brunswick English Language Programme Fredericton, New Brunswick
  2. 2. ELP Background: ESL expertise … 60+ YEARS Annual Alumni: 1400 participants/80+ countries Language Capacity: 12+ languages Service Capacity: 40+ formats Delivery Locations: Flexible
  3. 3. Richards and Renanda Approach: • “ An approach is dynamic and therefore subject to some “tinkering” as a result of one’s observation and experience” • “Research in second language acquisition and pedagogy almost always yields findings that are subject to interpretation rather than giving conclusive evidence” Richards, J., Renandya, W. (2002). Methodology in language teaching: An anthology of current practice. New York: Cambridge University Press.
  4. 4. Segments # 1 and 2 The Art of Beginning and The Language Learning Process • Starting your day in an English way • Coming to a teamed agreement for learning and comportment in the language learning classroom • Creating a Commitment Contract • Creating a language learning space • What is language proficiency and how do the students “fit in”?
  5. 5. Segment # 3 Exploring Language Proficiency • What is proficiency? • Are all language skills (Reading, writing, listening, speaking) equal? • How do students progress in each skill? • What do we see? • Where can I get help?
  6. 6. Common European Framework Reference Global Scale Chinese version / Version chinoise : 欧洲语言共同参考框架:学习、教学、评估, Foreign Language Teaching and Research Press, Beijing, 2008, ISBN : 978-7-5600-8032-1 – www.fltrp.com English Version / Version anglaise : Common European Framework of Reference for Languages: Learning, Teaching, Assessment - Cambridge University Press ISBN : HB 0521803136 - PB 0521005310 www.uk.cambridge.org/elt Proficient C2 • Can summarize information from different spoken and written sources, reconstructing arguments and accounts in a coherent presentations. C1 • Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organizational patterns and connectors Independent B2 • Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialization B1 • Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc.. Basic A2 • Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar routine matters. A1 • Can interact in a simple way provided the person talks slowly and clearly and prepared to help
  7. 7. Principles and Objectives: Automaticity: • Output • Learning how to gain control in the language • Discouraging overanalyzing the language • Focusing on the correction and not the mistake What happens when you create opportunities to experiment with the language? How do we help the student find his or her voice?
  8. 8. Segment # 4 Creating a Sound Workout What do we see? Why teach sound? • Social interaction • Intelligibility and Comprehensibility • Culture and Identity Components: • Self-Awareness, Focus, Exaggeration, Creative Repetition, Spelling, Auditory Discernment, Presentation
  9. 9. Segment# 5 Live Grammar in Context What do we see? Why do we teach grammar? Components: • Repetition/Production and focus, practice “in context”, integration into writing, fostering independence, fun
  10. 10. Segment # 6 Exploring the Writing Process • What do we see? • Components: “I Can vs. I Can’t”, “Correction is Direction” (C=D), activating student performance and involvement, organization, formal language usage
  11. 11. Segment #7 Correction and Self-Assessment • Celebrating Quarters, Mid-points and end of terms • Encouraging self-awareness assessment to highlight achievement and choose future directions
  12. 12. Next Steps: • I now understand … • I will try …
  13. 13. Professional Organizations: • TESOL (Teachers of English to Speakers of Other Languages) International Association • Association for the Advancement of Computing in Education (AACE) Search Engines for ESL Students: • http://iteslj.org/Techniques/Lincoln-SearchEngines/ Online writing resources: • The Owl at Purdue http://owl.english.purdue.edu • Multimedia Educational Resource for Learning and Online Teaching: MERLOT http://www.merlot.org/merlot/index.htm • UsingEnglish.com http://www.usingenglish.com Vocabulary resources: • Dictionary.com http://dictionary.reference.com • Freedictionary.com http://www.freedictionary.com Listening to podcasts: • BBC Learning English http://www.bbc.co.uk/worldservice/learningenglish/ • CBC (variety of podcasts http://www.cbc.ca/podcasting • VOAnews (VOA Learning English) http://learningenglish.voanews.com Articles: • Reading on the Internet: The Link Between Literacy and Technology: Elizabeth Schmar-Dobler Reading Online. Republished from Journal of Adolescent and Adult Literacy, International Reading Association, 2003 • Implementing the Seven Principles: Technology as Lever (Chickering, Ehrmann)

×