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What teachers need to know about languageppt
What teachers need to know about languageppt
What teachers need to know about languageppt
What teachers need to know about languageppt
What teachers need to know about languageppt
What teachers need to know about languageppt
What teachers need to know about languageppt
What teachers need to know about languageppt
What teachers need to know about languageppt
What teachers need to know about languageppt
What teachers need to know about languageppt
What teachers need to know about languageppt
What teachers need to know about languageppt
What teachers need to know about languageppt
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What teachers need to know about languageppt

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Jigsaw Group 5's presentation for the Fillmore reading

Jigsaw Group 5's presentation for the Fillmore reading

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  • 1. What Teachers Need to Know About Language By: Jigsaw Group 5- Ashley Hveem, Kelsey Mark, Vanessa Begay, and Sativa Rugg
  • 2. Section One— <ul><li>It is key to know and understand your students, as a teacher. </li></ul><ul><li>You cannot teach what you do not know. </li></ul><ul><li>Teachers need to receive systematic and intensive preparation in Educational Linguistics – this would help teacher’s overall understandings in literacy skills working with English language learners. </li></ul><ul><li>It is effective for teachers to form small groups with particular instruction needs. It is helpful, targeted, flexible, and it has an objective. </li></ul><ul><li>Teachers lack knowledge of ELL students because most do not have well-designed professional preparation for these current challenges. </li></ul>
  • 3. <ul><li>Teacher as Communicator— </li></ul><ul><li>Communication is essential for effective teaching. Effective teachers must know how to structure language outputs for maximum clarity. </li></ul><ul><li>Teacher as Educator— </li></ul><ul><li>Correct educational materials and activities for correct level and type of student is key for teachers to do. </li></ul><ul><li>Teacher as Evaluator— </li></ul><ul><li>Teacher’s judgments have big consequences for children’s lives. These things include daily judgments, responses, reading placement, promotion, and referrals. </li></ul>
  • 4. <ul><li>Teachers play critical role in supporting language development—teaching reading and writing along with helping them learn aspects of language associated with academic discourse of school subjects—how language functions in communication, how language works, and select materials that will help expand students’ linguistic horizons – design classroom language environment to optimize language and literacy learning and avoid linguistic obstacles </li></ul><ul><li>Teacher as Educated Human Being— </li></ul><ul><li>Teachers need to access basic information about language; such as understanding, recognizing, and society, for each individual student. </li></ul>
  • 5. Section Two— <ul><li>Children are usually unable to completely speak the “new” language they are learning. They become known as ESL lifers. </li></ul><ul><ul><li>ESL lifers: This explains to us that the child never fully learns the language, therefore they are almost speaking what might be known as “spanglish” half and half of two different languages. </li></ul></ul><ul><li>A tricking situation for some ESL students many of the words in the English language sound very similar to one another although they are spelled differently. With the help of an expert on the new language, the child can master the language more efficiently; hopefully. </li></ul>
  • 6. <ul><li>Some of the difficulties of the English language are called Orthography, the orthography of the language makes it much more complicated to learn over other languages. </li></ul><ul><ul><li>Being aware of the Orthography of a language can help us as teachers to better understand how to help our students. </li></ul></ul>
  • 7. <ul><li>Storytelling is very important too within a new language. For example there is a set structure of how a story should be told. Beginning with the introduction and ending with the resolution. </li></ul><ul><li>With becoming a teacher one of the biggest things is that we need to have a good grasp on the English language ourselves. We need to be able to correct our students work in a constructive manner. This way they can learn from their mistakes and continue to grow. </li></ul>
  • 8. Section Three— <ul><li>Academic English entails a broad range of language proficiency. Cummins(1981b, 1984) has described academic language as cognitively demanding. It relies on broad knowledge of words, phraseology, grammar, and pragmatic conventions for expression, understanding, and interpretation. </li></ul><ul><li>Explicit teaching of language structures and uses is the most effective way to help learners. They must engage children in classroom discussions of subject matter that are more and more sophisticated in form and content. Teachers must know enough about language to discuss it and to support its development in their students. </li></ul>
  • 9. <ul><li>There are two facts about English orthography: </li></ul><ul><ul><li>English has never had a language academy charged with regular review and reform of spelling to eliminate inconsistencies and reflect language change; </li></ul></ul><ul><ul><li>English generally retains the spelling of morphological units, even when the rules of pronunciation mean that phonemes within these morphological units vary (e.g.. electric, electricity, electrician) </li></ul></ul>
  • 10. <ul><li>Teachers should know about the sound system of English and the history of language contact and development that has affected our writing system, because these factors can make simplistic phonics approaches inadvisable in teaching English reading. </li></ul><ul><li>Effective reading instruction requires integrating attention to the system of phoneme-grapheme mappings with attention to meaning. Second language learners are particularly likely to find difficulties in producing, remembering and distinguishing the target phonemes and to lack the knowledge of how words are pronounced that would help them in decoding </li></ul>
  • 11. Section Four — <ul><li>Teaching students to read and write is an important part of being a teacher. That is why as teachers we need to understand what we can do to help each and every student succeed. </li></ul><ul><ul><li>ELL students make mistakes due to: </li></ul></ul><ul><ul><ul><li>Inadequate exposure to written English forms </li></ul></ul></ul><ul><ul><ul><li>Lack of adequate instruction~> English Orthographic Systems </li></ul></ul></ul><ul><ul><ul><li>Transfer to general spelling strategies from one language to another. </li></ul></ul></ul>
  • 12. <ul><li>Morphemes and spelling </li></ul><ul><ul><li>The different pronunciations of words using /z/ and /s/ </li></ul></ul><ul><ul><li>Helpful in spelling when /c/ is always used even though there is a difference in the pronunciation: /k/, /s/, or /sh/ </li></ul></ul><ul><ul><li>However, GH and PH make things complicated </li></ul></ul><ul><ul><li>Teacher need to understand the reason why students and ELL students misspell words </li></ul></ul><ul><li>Teachers need to make corrections on the students grammatical errors so that they can improve, feel comfortable, and learn the language. </li></ul>
  • 13. <ul><li>Courses teachers need to take </li></ul><ul><ul><li>These will help incoming teachers do better at understanding their student’s troubles. </li></ul></ul><ul><ul><ul><li>Language and Linguistics </li></ul></ul></ul><ul><ul><ul><li>Language and Culture diversity </li></ul></ul></ul><ul><ul><ul><li>Sociolinguistics for Educators in a Linguistically Diverse Society </li></ul></ul></ul><ul><ul><ul><li>Language Development </li></ul></ul></ul><ul><ul><ul><li>Second Language Learning and Teaching </li></ul></ul></ul><ul><ul><ul><li>The language of Academic Discourse </li></ul></ul></ul><ul><ul><ul><li>Text Analysis and Language Understanding in Educational settings </li></ul></ul></ul>
  • 14. Bibliography— <ul><li>Fillmore, L. W. and Snow, C.E. 2000. What Teachers Need to Know About Language . </li></ul>

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