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Professionaljournal

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  • The three articles I did my power point on are: Teaching English Language Learners: What Research Does and Does Not Say : Claude Goldenberg Conversations With a Latina Teacher About Education for Language-Minority Students: Bos, C.S., & Reyes, E.I. Second Language Vocabulary Learning and Teaching: Still a Hot Topic: Larotta, C.
  • References: Larrotta, C. (2011) Second Language Vocabulary Learning and Teaching: Still a Hot Topic. MPAEA Journal of Adult Education
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    • 1. Professional Journal Presentations A Summary QuickTime™ and a decompressor are needed to see this picture.
    • 2. Second Language Vocabulary Learning and Teaching: Still a Hot Topic  A learning strategy to teach vocabulary to English Language Learners  Building a personal glossary of vocabulary words – Let the student choose their own words based upon their interests and skill – Students will choose their own words and write out their own vocabulary cards – Students will learn to use, or develop their dictionary use skills – Cards can be tailored to the individual students with use of their own drawings or pictures and in their own writing Larrotta, C.(2011) Second Language Vocabulary Learning and Teaching: Still a Hot Topic MPAEA Journal of Adult Education
    • 3. How to Make the Individualized Cards  Write a new word on the top of the card  Use a dictionary or another person to translate the word  Look for at least one synonym  Associate the word with an image; draw your own picture, or cut a picture from a magazine and paste it on the card On the Back of the Card: • Write the word in the middle of the card and draw a bubble around it • Connect the word to other bubbles with related words • Use the new word in a sentence • Translate the sentence into the students’ native language Punch a whole in the top left hand corner of the card and use a metal ring to hold together all of the cards Larrotta, C. (2011) Second Language Vocabulary Learning and Teaching: Still a Hot Topic MPAEA Journal of Adult Education
    • 4. Supplemental Activities Students can write a story or paragraph using a specified number of their vocabulary words. Supplemental reading can be assigned to further acquisition of their vocabulary Use cards to give personalized spelling tests Students should keep cards and build on and add to them Cards could be done and color coded by subject, ie: science vocabulary could be green, social studies could be blue and so on Water/Agua A transparent, odorless tasteless liquid H2O May I please have a drink of water?
    • 5. Teaching English Language Learners: What Research Does and Does Not Say  Population of English Language Learners has grown drastically and continues to grow at a rapid rate Rapid ELL population growth continues!!  Attempt to identify the best practices for effective English language learning  Identify where additional research would be beneficial  Assist educators in choosing best teaching practices for their classrooms Goldenberg, Claude(2008) Teaching English Language Learners: What Research Does and Does Not Say. American Educator
    • 6. Teaching Models and other Ideas  The SIOP model: Uses  Integrating the ELL’s L1 English as the medium for into instruction for L2 providing content area * Learning to read in the home instruction language promotes reading achievement in the second language Teaching * Modification of instruction is English Language important when taking your ELLs’ Learners language limitations * Important to have reading materials with familiar subject SIOP Model Show and Tell Model Integrating L1 into instruction for L2 content Sheltered Instruction Input, Output & Interaction Is native language beneficial toIntegrates language and SlIDE & TREAD second language instruction? content instruction Goldenberg, Claude (2008) Teaching English Language Learners: What Research Does and Does Not Say American Educator
    • 7. Conversations with a Latina Teacher about Education for Language-Minority Students  What one teacher uses in her classroom to assist her English Language Learners - Word walls in English/Spanish - Modeled reading - Scaffolding - Reader’s Theater - Listening Centers The prior list, highlights just a few of the strategies that Ms. Reyes uses in her classroom to assist her English Language Learners Bos, C.S. & Reyes, E.I.,(1996) Conversations with a Latina teacher about education for language-minority students. The Elementary School Journal 96(3)
    • 8. Four Key Strategies1. Students need opportunities to play with and explore language2. Teaching should attempt to be taught around the students’ background knowledge and experiences3. ELL students need MANY opportunities to practice their language skills4. A mixture of direct instruction, concentrated practice and transfer of learning activities should be used in a successful classroomBos, C.S. & Reyes, E.I.,(1996) Conversations with a Latina teacher about education for language-minority students. The Elementary School Journal 96(3)
    • 9. Building Relationships Part of being an effective teacher for an ELL is having the ability to build a trusting relationship with your student.Being able to identify with them on their level is very important, so putting in the extra time is going to be the difference between a positive experience and a negative one.
    • 10. Meaningful Learning ExperiencesEvery single student that enters a classroom deserves the opportunity to have a meaningful learning experience.Take the time to create those experiences for all of your students and I bet you’ll find you’re using many of the strategies that work well for an English Language Learner.

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