Professional Development: Delivered on July 21, 2014 Atlantic Education International - Summer Institute Fredericton, New Brunswick

1. Creating Language Architects
Professional Development July 2014
Delivered by:
University of New Brunswick
English Language Programme, Fredericton, N.B., Canada
Colleen Meagher-Alkan
Geoff North
Erica Thomas

2. The Language Learning Process
Segment #1
 A strong base is necessary.
 There are different speeds of
progression.
 The base influences other parts of
the house.
 All houses are not decorated in the
same way.

3. Examining the Multi-Level Classroom
Segment #2
 Exploring the Zone of Proximal Development - Vygotsky(1896-1934)
 Scaffolding to promote linguistic and academic competence
 Working on moving from structure to process

4. Skills Enabling Exercises
Output:
Writing
Outcome: “Students will be expected to use a range of strategies to develop writing and other ways of
representing, and to enhance clarity, precision, and effectiveness.” (P. 38 Atlantic Canada English Language Arts
Curriculum High School)
Most writing tests address multiple genres: Description, narrations, explanation, exposition and
persuation.
Speaking
Outcome: “Students will be expected to speak and listen to explore, extend, clarify
and reflect on their thoughts, ideas, feeling, and experience”. P. 102 Atlantic Canada English
Language Arts Curriculum High School)
Most speaking tests require students to perform, demonstrate, identify, recall, analyze and to possibly
compare and contrast.

5. Skills Enabling Exercises
Input
Listening:
Outcome: “Students will be able to respond to a wide range of complex questions and
directions.” (P. 30 Atlantic Canada English Language Arts Curriculum High School)
Most listening tests require students to listen for main ideas, details, guess word meanings from
contexts and make inferences.
Reading:
Outcome: “Students will be expected to select, read and view with understanding a range
of literature, information, media and visual texts.” (P. 108 Atlantic Canada English
Language Arts Curriculum High School)
Most reading tests assess students reading fluency, accuracy and comprehension.

6. Integrating Language Skills
Segment# 3
 Helps students to develop their reading, writing, listening and speaking skills.
 Allows for well rounded development of the student.
 Common approaches:
i. Content-based instruction (CBI) - Social Studies teaching
ii. Task-based instruction - Stand alone activity
iii. Project-based instruction - Includes culture and learning strategies

7. References
• 1). A variety of lesson plans
• http://iteslj.org/Lessons/
• http://www.teachingenglish.org.uk/lesson-plans
• 2). Listening and Reading
• http://www.cbc.ca/edmonton/learning-english/
• http://www.learner.org/resources/series71.html?pop=yes&pid=2577
• 3). ESL/ESOL Standards by skill
• http://www.dllr.state.md.us/gedmd/cs/eslcsskill.pdf
• 4). Integrated Skills Sites
• The ESL Study Hall- http://home.gwu.edu/~meloni/eslstudyhall/
• 5). Elementary
• http://www.scholastic.com/clifford/teachers.htm
• http://www.harcourtschool.com/menus/preview/harcourt_language/goforgold.html
•
• Department of Education and Early Childhood Development
• https://www.gnb.ca/0000/anglophone-e.asp