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Shuey u10a1

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Shuey u10a1

  1. 1. An Observation at Three Levels By Jacob Shuey
  2. 2.  Location: The York County Literacy Council (YCLC)  The YCLC’s mission is “to empower adults and families with functional literacy skills, in English, that enable them to participate productively in the home, workforce, and community.”  It is run by a few paid employees, but its primary thrust of help is from volunteers  YCLC includes an ESL program, but there are many other adult education programs as well
  3. 3.  Year round 2-hour sessions Four levels – Preliterate, Beginner, Intermediate, and Advanced Conversational classes Free of charge to York County residents Students responsible to buy textbooks Very transient – attendance varies Headed by Shea Hortman – ESL program director
  4. 4.  10 students Represented the Dominican Republic, Puerto Rico, Cambodia, Vietnam, Taiwan, and Jamaica Approximately 50 years and above Very basic understanding of the English language Strong desire to learn the language Used Oxford Picture Dictionary as textbook
  5. 5.  Introductions (name, country, food) Topic: Intersections (vocabulary focus) Located vocabulary within picture followed by basic discussion Grouping of words into categories – food, transportation, shopping “Hangman Game”
  6. 6.  Teacher  Spontaneous discussion  Used proximity for engagement  Rigid use of textbook Students  Use of L1 / hand gestures  Great work ethic / motivation  Wide span of abilities
  7. 7.  13 students Represented Puerto Rico, Togo, Iran, Colombia, Vietnam, Panama, Cuba, and Egypt Broad age span (approx. 25 – 70 years old) Workable understanding of English – short phrases Strong sense of community Brought their own electronic translators
  8. 8.  Introductions (name, country, hobby) Topic: Food (vocabulary focus) Brainstormed various restaurants and their similarities and differences Used a series of questions to describe their favorite restaurant Discussed “ethnic” restaurants – avenue to describe food from native country
  9. 9.  Teacher  Finished students’ sentences  Wrote important vocabulary words on board  Used antonyms and diagrams to explain meaning Students  Spoke in L1 throughout the class – distraction!  Written and oral responses using workbook
  10. 10.  6 students (all females) Represented Haiti, Puerto Rico, Vietnam, and Cambodia First class to engage me in conversation Spoke in sentences – much greater receptive and expressive understanding Used higher level of Oxford Picture Dictionary with corresponding workbook
  11. 11.  Introductions (name, country) Topic: Everyday clothes (vocabulary and fluency focus) Review of workbook homework assignment Practiced giving compliments to one another Listening activities Fluency practice – “Crazy Clothes” poem Used Bon-Ton flyer to describe what they would like to buy
  12. 12.  Teacher  Provided specific feedback to the students  Commented on tense and irregular verb forms  Provided variety of activities and groupings Students  Development of fluency and vocabulary  Responsibility - homework
  13. 13.  Gradual release of responsibility Impact of two different teaching styles Structure correlates with language level Many formative assessments, but noticed a lack of summative assessments The heterogeneity of countries represented Proactive attitude of the students

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