Teaching English Through English I Class # 1


Published on

Published in: Education, Career

Teaching English Through English I Class # 1

  1. 1. Teaching English Through English I: How to Teach Reading, Writing and Speaking in English PNU-OSU JOINT TESOL PROGRAM Lisya Seloni
  2. 2. Agenda <ul><li>Part 1 (2-4 pm) </li></ul><ul><li>Student Introductions </li></ul><ul><li>Course Introduction </li></ul><ul><li>Class Blog Introduction </li></ul><ul><li>Part 2 (4-6 pm) </li></ul><ul><li>The most common acronyms in TESOL/Applied Linguistics </li></ul><ul><li>Second Language Reading and Writing </li></ul><ul><li>Class Discussion </li></ul><ul><li>Assignments </li></ul>
  3. 3. The aim of the course: <ul><li>This TESOL course is primarily designed for in-service and pre-service Korean English teachers to develop the literacy practices that are crucial for teaching reading, writing and speaking in English at the Korean public school context. This course will involve a series of lectures, workshops, group discussions, academic presentations and individual work in which students will be both improving their literacy skills and learning various ways of teaching those skills to different student population. During this course, each student will be required to read, write and present a variety of academic genre—including giving academic presentations, note-taking, doing critical reading, writing personal literacy narratives and using academic idioms in writing and speaking activities. </li></ul>
  4. 4. The academic language goals of this course are: <ul><li>to express your ideas clearly in academic English </li></ul><ul><li>to learn academic writing and speaking skills </li></ul><ul><li>to learn academic vocabulary </li></ul><ul><li>to be familiar with various communication styles </li></ul><ul><li>to gain self-confidence in using academic English </li></ul><ul><li>to learn academic English idioms </li></ul>
  5. 5. The pedagogical goals of this course are: <ul><li>to gain practical teaching skills in teaching English in English </li></ul><ul><li>to be able to make informed decisions about when to use English and Korean in your teaching. </li></ul><ul><li>to gain confidence in teaching English through English </li></ul><ul><li>to integrate communicative English techniques into your teaching. </li></ul><ul><li>to learn communicative games and activities that will focus on teaching academic English. </li></ul><ul><li>to learn as much as you can from each another and to have fun with English Language Teaching. </li></ul>
  6. 6. Course Components <ul><li>On-line writing </li></ul><ul><li>Reading Club/Teaching Demonstration </li></ul><ul><li>Academic wordlist and Academic Idioms </li></ul><ul><li>Position Paper </li></ul><ul><li>2 nd PNU-OSU TESOL Conference </li></ul>
  7. 7. Reading the course syllabus <ul><li>Please read the course syllabus carefully </li></ul>
  8. 8. Do you know these acronyms <ul><li>Take about 10-15 minutes and work on these acronyms in groups. </li></ul><ul><li>The group who can finish them all will be the winner! </li></ul>
  9. 9. PART II
  10. 10. Second Language Programs in the US and in South Korea <ul><li>United States </li></ul><ul><li>Bilingual Education </li></ul><ul><li>ESL programs </li></ul><ul><li>Sheltered Instruction </li></ul><ul><li>Pull out classrooms </li></ul><ul><li>South Korea </li></ul><ul><li>Immersion Program </li></ul><ul><li>GTM-Public Schools </li></ul><ul><li>Language Institutes (MANY!) </li></ul><ul><li>Prep Schools </li></ul><ul><li>Testing Programs (TOEFL, TOEIC, TEPS) </li></ul><ul><li>Co-teaching </li></ul>
  11. 11. Establishing theoretical orientation in teaching reading and writing <ul><li>Reading, writing and speaking as integrated skills—Teaching literacy in L2 is more than only teaching reading and writing. </li></ul><ul><li>Perceptions of good reading and writing according to different contexts </li></ul><ul><li>The context of reading and writing—national, local standards </li></ul><ul><li>The needs of your students </li></ul><ul><li>The needs of global and local environments—providing authentic, multicultural and personal assignments </li></ul><ul><li>The need to develop literacy both in L1 and L2 </li></ul>
  12. 12. Second Language Reading <ul><li>Cognitive Issues: </li></ul><ul><li>Bottom-Up Reading: Reading letters, words and sentences in rank order. Word recognition. </li></ul><ul><li>Top down Reading: Getting meaning by comparing expectations to a sample of information from the text. Integrating background knowledge of the reader. </li></ul>
  13. 13. Reading styles <ul><li>Intensive Reading </li></ul><ul><li>Critical Reading </li></ul><ul><li>Skimming </li></ul><ul><li>Scanning </li></ul><ul><li>General Reading </li></ul>
  14. 14. Teaching English Through English <ul><li>Second Language Literacy in Korean Context </li></ul><ul><li>Write a paragraph or so about your reading and writing (literacy) experiences in English. How were your first experiences like when you were learning English literacy skills? For example, what types of strategies do you employ while reading in English? Please share with us a few strategies that work best for you. Do you use the same or similar strategies while reading in Korean? </li></ul>
  15. 15. Assignments <ul><li>Join the Club Chapter 1 </li></ul><ul><li>Academic sublist 1 </li></ul><ul><li>Reading: http://www.llas.ac.uk/resources/gpg/1420 </li></ul><ul><li>Blog Writing: Write a short paragraph about yourself. </li></ul>