ESOL at SAS Parent Coffee Nov 2009 Chinese

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  • Merhaba, geldiyinic icin tesekkurler. Benim adim Sharon Dent. Ben ana okuluna, birinci ve ikinci sinifa ingilizce ogretiyourum. Su anda Turkce konusuyorum cunku size bilmediyiniz bir dili ogrenmenin nasil hissedildiyini ogrenmenizi istiyorum. Sizin cocuklarinizin butungun ingilizce honusup, ingilizce dinlegip, ingilizce ogreniyo. Cok yorucu dabilir! Hello, I’m Sharon Dent. I teach English in kindergarten, first grade and second grade to children who qualify for ESOL support. I was speaking Turkish to help you understand how your children feel every day at school. They spend their whole day speaking English, listening to English and learning in English. It can be exhausting!
  • ESOL: English for Speakers of Other Languages EVERY kid at SAS elementary is learning a language: either Chinese or English. Yay! We should all be impressed at what these kids accomplish.
  • Language learning is developmental, and all kids learn at different rates: You can’t force it to go faster. It’s like learning to walk. You can pick a child up and try to make him stand, but if he’s not ready to walk, he won’t do it and you can’t make him do it! It doesn’t mean he’s not as smart as another student, it just means he’s at a different developmental stage. Getting an English tutor and sending a child to weekend English lessons will not help him learn the language any faster. In fact, it may slow down the process if he is getting too much information for his brain to process. Learning to read is a good example: Many parents say to us, “My child is bringing home books that are too easy.” And that may seem true when your child can read all the words very easily. But we want your child to not only read all the words but also understand the story, be able to retell the story in his own words, talk about the characters and the main events in the story, make connections between the story and his own life and otherwise think critically about literature.
  • Basic Interpersonal Communication Skills (BICS) are language skills needed in social situations. It is the day-to-day language needed to interact socially with other people. English language learners use these skills when they are on the playground, in the lunch room, on the school bus, at parties, playing sports and talking on the telephone. Social interactions are usually context embedded. They occur in a meaningful social context. They are not very demanding cognitively. The language required is not specialized. These language skills usually develop within six months to two years after arrival in the U.S. Problems arise when teachers and administrators think that a child is proficient in a language when they demonstrate good social English.
  • CALP refers to formal academic learning. This includes listening, speaking, reading, and writing about subject area content material. This level of language learning is essential for students to succeed in school. Students need time and support to become proficient in academic areas. This usually takes from five to seven years. Recent research (Thomas & Collier, 1995) has shown that if a child has no prior schooling or has no support in native language development, it may take seven to ten years for ELLs to catch up to their peers. Academic language acquisition isn't just the understanding of content area vocabulary. It includes skills such as comparing, classifying, synthesizing, evaluating, and inferring. These tasks are context reduced. The language also becomes more cognitively demanding. New ideas, concepts and language are presented to the students at the same time. Experts also believe that there is a common underlying proficiency. Skills, ideas and concepts students learn in their first language will be transferred to the second language.
  • Point out the tip of the iceberg. Kids can trick us when they are strong in these areas: they sound fluent. BUT they don’t yet have the skills to succeed in school without additional language support. Our goal is to develop students who are both fluent (able to express their message) and accurate (express the message using correct structure and syntax). The CALP language is not something that can be developed with rote memorization and copying sentences off the board. This involves critical thinking skills that call on students to analyze information, find connections between literature and their own lives, understand not just how to do math equations but also how to use math to solve real-world problems. These are skills for the 21st-century workforce. The language is difficult, and it gets even more challenging with each grade level.
  • Just read the slide
  • Read slide. Many kids are very nervous about making mistakes. I often hear them say they’ll get in trouble at home if they miss any questions on a test. A couple years ago, a student told me his mother would beat him with a stick for every answer he got wrong on a pre-test on verbs. It’s essential that these children hear the same message at school and at home: TRY! Even if you’re not sure of the exact words or grammar to use, try to communicate in English! Even if you are nervous about your pronunciation, try your best to say what’s on your mind! Then SOMETIMES – not every time – offer gentle corrections or feedback to help the child correct his mistakes. I JUST CAN’T EMPHASIZE THIS ENOUGH!! The kids who are most successful in English are those who take risks and learn from their mistakes. Talk about Alex.
  • Read slide.
  • ESOL at SAS Parent Coffee Nov 2009 Chinese

    1. 1. ESOL at SAS Elementary SAS 小学英语强化课程
    2. 2. Welcome to your child’s world! 欢迎来到您孩子的世界 <ul><li>I have no idea what she’s saying! </li></ul><ul><li>我不懂她在说什么! </li></ul>
    3. 3. What is ESOL? <ul><li>E nglish for S peakers of O ther L anguages </li></ul><ul><li>什么是英语强化课程? </li></ul><ul><li>它就是提供给英语为 </li></ul><ul><li>非母语者的英语强化 </li></ul><ul><li>课程。 </li></ul>
    4. 4. Learning a language takes a lot longer than learning to walk! 学习语言比学习走路需要更长的时间 <ul><li>Language learning is developmental – children have to go through all the stages! </li></ul><ul><li>语言学习是发展性的 – 孩子一定需要经历所有的阶段。 </li></ul>
    5. 5. Language Acquisition 语言的获得 <ul><li>“ BICS” 就是基本的语言交流能力 --- 日常 社交中所需的语言。 </li></ul><ul><li>这需要 6 个月至 2 年的时间 </li></ul><ul><li>Basic Interpersonal Communication Skills – day-to-day language needed for social interaction </li></ul><ul><li>6 months to 2 years </li></ul>
    6. 6. Language Acquisition 语言的获得 <ul><li>Cognitive Academic Language Proficiency -includes listening, speaking, reading, and writing about subject area content material </li></ul><ul><li>5 to 7 years </li></ul><ul><li>CALP 是指用掌握的语言来进行日常的学习 -- 包括听,说,阅读并能对给与的主题写出内容。 </li></ul><ul><li>这需要 5 至 7 年的时间 </li></ul>
    7. 7. An Iceberg ( 冰山) Only about 10 percent of its mass is above the surface of the water and is called “the tip of the iceberg.” 冰山只有 10% 的表面显露在水面之上,这部分被称之为“冰山之顶”。
    8. 8. BICS is just the tip of the iceberg. BICS 就是我们说的冰山之顶 . Our goal is to develop students who are both fluent (able to express their message) and accurate (express the message using correct structure and syntax). 我们的目标就是发展学生们在流利度(能够表达自己的 信息)和准确性(用正确的句型结构来表达自己的信息)。 语言的熟练性 发音 词汇 语法 语意 对话的熟练性 认识 / 学业上 熟练性 认识的过程 知识点 理解力 运用 分析 综合性 评定
    9. 9. -Me hungry -I hungry. I go to kitchen. -I am hungry. I will go to kitchen. -I am hungry so I will go to the kitchen to get food. -Since I am hungry, I will go to the kitchen to get food.
    10. 10. SAS Learning Culture SAS 的学习文化 <ul><li>At SAS :在上海美国学校 </li></ul><ul><li>(a) learning takes place in English; 用英语来进行学习 </li></ul><ul><li>(b) teachers often give instructions verbally, not in writing; 通常老师会给与学生口头上的指导,而不是用写的方式 </li></ul><ul><li>(c) class participation is essential ; 参与到课堂的教学是 必要的 </li></ul><ul><li>(d) teachers expect students to make eye contact, voice their opinions and ask questions when they don’t understand something; 当学生有不理解的地方,老师期望能和学生进行面对面的交流,说出他们的想法和问题。 </li></ul><ul><li>(e) children often work together in groups. 通常孩子们分小组在一起学习。 </li></ul>
    11. 11. The NUMBER ONE key to student success in English… 在英语学习上学生取得成功的第一把钥匙 <ul><li>Take risks! Be brave! </li></ul><ul><li>Make mistakes and learn by correcting your mistakes. </li></ul><ul><li>迎接挑战!勇敢些! </li></ul><ul><li>犯了错,并学会如何纠正所犯的这些错误! </li></ul>
    12. 12. Small Group Discussion 小组讨论 <ul><li>My child tends to be shy and prefers to listen rather than speak. </li></ul><ul><li>我的孩子很容易害羞,比起讲英文,她 / 他更愿意听。 </li></ul><ul><li>What can you do to help this child in his or her English development? </li></ul><ul><li>您如何帮助孩子在英语学习上的发展? </li></ul>
    13. 13. Small Group Question 小组提问 <ul><ul><li>Over the summer my child doesn’t practice English. </li></ul></ul><ul><ul><li>在暑假里,我的孩子没有机会锻炼英语。 </li></ul></ul><ul><ul><li>What can you do to help this child in his or her English development? </li></ul></ul><ul><ul><li>您能做些什么来帮助她 / 他英语上的发展? </li></ul></ul>
    14. 14. Small Group Question 小组提问 <ul><ul><li>My child does not want to read in his or her native language. </li></ul></ul><ul><ul><li>我的孩子不愿意用她的 / 他的母语来阅读 </li></ul></ul><ul><ul><li>What can you do to help this child in his or her English development? </li></ul></ul><ul><ul><li>您能做些什么来帮助孩子发展她的 / 他的英文。 </li></ul></ul>
    15. 15. The SAS Elementary School Library <ul><li>How can the library help your child? </li></ul><ul><li>学校的图书馆怎样来帮助您的孩子? </li></ul>
    16. 16. What can you do at home? 您在家中可以做些什么? <ul><li>Set a reasonable bedtime. 制定一个合理的睡眠时间 </li></ul><ul><li>Quality over quantity. Process over product. 阅读的宗旨是质量大于数量,过程重于作品 </li></ul><ul><li>Read, read, read and talk about the story. </li></ul><ul><li>(in English AND in your native language). </li></ul><ul><li>大量的阅读,并和您孩子讨论故事的内容(用英文和您的母语来交流) </li></ul><ul><li>Bring English into your home: TV, DVDs, music, books, books on CD, games. </li></ul><ul><li>把英语带入您的家中:电视, DVD ,音乐,书籍, CD 书籍,游戏 </li></ul><ul><li>Continue developing native language skills. 不要放弃自己的母语 </li></ul><ul><li>Schedule English-language play dates and encourage diverse friendships. 规定用英语来游戏的日子,并鼓励他们结交各式各样的朋友。 </li></ul><ul><li>Have your children participate in sports activities coached in English such as Active Kidz Shanghai. Active Kidz Shanghai </li></ul><ul><li>让您的孩子参加由英语教练指导的体育活动,例如一家名为‘ Active Kidz Shanghai’ 举行的各式各样的体育运动。 </li></ul>
    17. 17. Reflection Questions 您对于此次课程介绍会的反响 What did you hear that was helpful? 这次课程介绍会中提到的信息您认为哪些是有所帮助的? What new ideas do you now have? 通过此次课程介绍会,现在你有了什么新的想法?
    18. 18. Teşekkürler! Thank you! Xie xie! Gam sa hap ni da! 감사합니다 ! 谢谢! Gracias! <ul><li>Please don’t hesitate to contact your child’s </li></ul><ul><li>ESOL Specialist if you have any questions! </li></ul><ul><li>如果您有任何问题,请和以下您孩子的英语 </li></ul><ul><li>强化课老师联系。 </li></ul><ul><li>Susan Erni, Grade 1 </li></ul><ul><li>Kathryn Dungan, Grade 2 </li></ul><ul><li>Becky Mott, Grade 3 </li></ul><ul><li>Kevin Desmond, Grades 4 and 5 </li></ul>

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