English Language Learner Strategies and Activities Presentation.pptx
1. English Language Learner Strategies and
Activities Presentation
LORI SMITH
TESOL/571
UNIVERSITY OF PHOENIX
6/24/2022
2. ACADEMIC
LANGUAGE
“Students learn to do things with
language when they participate in
meaningful activities that engage and
challenge them.”
“Students will learn more English when
engaged in the action of talking with
other students than through typical
teacher-directed activities designed
solely to deliver content.”
(Hill & Miller, 2013, Chapter 2).
3. UNDERSTANDING TIERED THINKING ACROSS STAGES OF
SECOND-LANGUAGE ACQUISITION
Language moves from simple to complex in grammatical tenses, forms, vocabulary, etc.
Preproduction: Nonverbal response
Early Production: one-word response
Speech Emergence: Phrases or short sentences
Intermediate Fluency: longer and more complex sentences
Advanced Fluency: near native
4. LANGUAGE FUNCTIONS
• Talking allows students to develop
ideas and language they can use while
writing, and writing allows them to
develop ideas and language they can
express orally.
• A multitude of language functions for
speaking occur in the classroom each
day, including the following:
• Agreeing and disagreeing
• Apologizing
• Asking for assistance or directions
• Asking for permission
• Classifying
• Commanding/Giving instructions
• Comparing
• Criticizing
• Denying
• Reporting
5. TO IDENTIFY THE LANGUAGE STRUCTURE THAT ACCOMPANIES
LANGUAGE FUNCTION, TEACHERS SHOULD THINK IN TERMS OF
THE FOLLOWING ELEMENTS:
Sentence Starters
Key words or vocabulary
Minilessons on using grammar to communicate meaning
6. SENTENCE STARTERS
Subject: Language Arts
Content Objective: To learn how to express persuasive opinions
Language objective: To use sentence starters such as “I think..” and “In my
opinion..” to form opinions
7. SENTENCE STARTER EXAMPLES
First,_________. Next,_________. Meanwhile,___________. Afterwards,__________.
This is a __________.
The___________lives in_______________.
I believe____________is going to___________because____________.
8. KEY WORDS
BECAUSE STUDENTS IN THE PROCESS OF LEARNING ENGLISH NEED TO LEARN
ALONGSIDE CONTENT, IDENTIFY THE VOCABULARY AND SYNTAX THEY WILL NEED IN
TO PARTICIPATE IN ACADEMIC DISCOURSE WITH THE REST OF THE CLASS
WHAT ARE SOME IMPORTANT VOCABULARY WORDS OR TERMS?
Content vocabulary for objects, places, measurements, time: Animal
boy vocabulary, such as paws, claws, tail, fur, snout, mammal, reptile,
bird
Prepositions, adjectives: Adjectives for animals, such as large, bulky,
slender, fierce, tranquil
Connectors: although, as soon as, on the day that.
9. MINILESSON:
• How can you use grammar in an
authentic context?
• Command form of verbs
• Simple future for prediction
• (_____ is going to +verb
• Word order
• Idioms
Word order with adjectives: The
antelope is graceful. The graceful
antelope runs.
Idiomatic expressions: at a snail's pace,
busy as a beaver, to be a workhorse.
10. OPPORTUNITIES TO
DEVELOP ORAL
ACADEMIC
LANGUAGE
• Provide feedback on word
selection with preproduction
students.
• Model for Early Production
students
• Expand what Speech
Emergence students have said.
• Help Intermediate and
Advanced Fluency students
“Sound like a book”.
11. ERRORS ARE NATURALLY GOING
TO OCCUR IN THE PROCESS OF
LEARNING A SECOND LANGUAGE,
AND THE BEST WAY FOR YOU , AS
A TEACHER, TO DEAL WITH THEM
IS TO MODEL CORRECT
STRUCTURES BY
UNCEREMONIOUSLY RESTATING
WHAT STUDENTS SAY. OVERTLY
CORRECTING GRAMMAR AND
PRONUNCIATION CAN GENERATE
ANXIETY, WHICH IN TURN CAN
INHIBIT NORMAL LANGUAGE
ACQUISITION.
