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Language Workshop Wk1 2010 Mac Osx
Language Workshop Wk1 2010 Mac Osx
Language Workshop Wk1 2010 Mac Osx
Language Workshop Wk1 2010 Mac Osx
Language Workshop Wk1 2010 Mac Osx
Language Workshop Wk1 2010 Mac Osx
Language Workshop Wk1 2010 Mac Osx
Language Workshop Wk1 2010 Mac Osx
Language Workshop Wk1 2010 Mac Osx
Language Workshop Wk1 2010 Mac Osx
Language Workshop Wk1 2010 Mac Osx
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Language Workshop Wk1 2010 Mac Osx

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1/3 presentation for Sekolah Ciputra Language workshop conducted by Mirna and Tom

1/3 presentation for Sekolah Ciputra Language workshop conducted by Mirna and Tom

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    • 1. ~ Reflections on Shanghai ~ Sekolah Ciputra Language Workshop 2009
    • 2. Agenda Week 1 - a review of... The PYP understandings about language We Are Learning To... Stages of Language Development (www.sparklebox.co.uk) SparkleBox Teacher Resources © Copyright 2008, PYP (language) standards and practices
    • 3. Agenda Week 2 Promoting mother tongue development To integrate language in to the UOI, or to let it stand alone? Sekolah Ciputra’s new Language Scope and Sequence: using it Week 3 Putting the knowledge in to action: planning units and preparing lessons
    • 4. Why are we doing this?
    • 5. PYP understandings about language “Almost all education is language education”, according to Postman (1996). Language education is crucial for academic cognitive growth and the construction of knowledge. According to Halliday (1985), there are three aspects of language and learning development: learning language, learning through language and learning about language. Those three aspects are involved in the process of constructing meaning. The teaching of language should be in response to the previous experience, needs and interests of the student Learners’ needs can be catered for by having opportunities to engage learning in meaningful contexts
    • 6. Now DO THIS! RED - go to the movement room. Sit in groups of 3. BLUE - go to the activity room. Sit in groups of 5. YELLOW - stay here
    • 7. Language Policy - Mother Tongue Standards A2-9. The school attaches importance to language learning through the development of each student’s mother tongue and the acquisition of other languages, including the host country language B1-20. The school has a written language policy (including its provision for second-language teaching and mother-tongue language support) that meets the needs of the students and reflects the principles of the programme C1-14. The school actively supports the development of the mother- tongue language C3-9. Teaching at the school meets the needs of students who are not proficient in the language of instruction
    • 8. Valuing the mother tongue Provision for development of the mother tongue should be made in all areas of the curriculum and school... so as not to devalue the mother tongue to prevent diglossia to allow learners to succeed in their inquiries to aid development of additional languages Students should never be made to feel that their mother tongue is worth less than other languages Success in mother tongue development is a strong predictor of long term academic achievement, including acquisition of other languages.’ (PYP Language Scope and Sequence, p.1.)
    • 9. Stages of Language Development 1. Pre-production - silent period - responds to instructions and communication Glossary: 2. Early period - speak with 1 or 2 words BICS = Basic Interpersonal - answer Y/N questions Communication Skills - may mix languages CALP= Cognitive Academic 3. Speech emergence - playground language: 1-2 years to acquire, not the focus of Language Proficiency instruction unless early on - BICS - overgeneralization of grammar rules (in native speakers) 4. Intermediate fluency - CALP - academic language: 5 to 7 years to acquire, the focus of instruction - needs considerable help with academic language
    • 10. The importance of BICS vs. CALP understanding for teachers in PYP schools ‘The distinction was intended to draw attention to the very different time periods typically required by immigrant children to acquire conversational fluency in their second language as compared to grade-appropriate academic proficiency in that language.’ ‘Conversational fluency is often acquired to a functional level within about two years of initial exposure to the second language whereas at least five years is usually required to catch up to native speakers in academic aspects of the second language (Collier, 1987; Klesmer, 1994; Cummins, 1981a).’ ‘Failure to take account of the BICS/CALP (conversational/ academic) distinction results in discriminatory psychological assessment of bilingual students and premature exit from language support programs into mainstream classes’
    • 11. Lost in Translation For next week, consider... How do you feel when your students don’t understand your instructions? How do you think the students feel if they don’t understand? How does this affect their learning? Can you think of any strategies that can help make instructions clear to lower-level language learners?

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