This document discusses cognate awareness and using authentic materials when teaching listening and speaking skills to English language learners. It defines cognates as words that are similar in meaning, spelling, or form between languages like Spanish and English. It emphasizes the importance of teachers being aware of cognates and both the similarities and differences when teaching. It also discusses using authentic listening materials from sources like television and radio to better prepare students for real English use outside the classroom. The document provides examples of how teachers can more effectively incorporate authentic materials by adapting activities and simplifying language elements.

1. Special Considerations for teaching Listening & SpeakingEESL-542D Module 2January 28, 2011Group #5Brian Natarte Donna Parrish Tzuyun Shih

2. Cognate AwarenessBy: Brian NatarteCognates are words that are very similar in meaning, spelling and/or form. These types of words have most likely been inherited from the same base language and have been altered slightly over the years. Cognates are most often an issue between Spanish and English since there are so many similar words among these two languages.Reference: http://spanish.about.com/cs/vocabulary/g/cognategloss.htm

3. Examples of CognatesBanana

4. Idea

5. Simple

6. Construction

7. ProductionKey PointsTeachers need to be aware of the issue with cognates.The similarities and differences need to be taught.Many students find cognates difficult.

8. Long-term habits are hard to break.Practice is essential.Improve Teaching CognatesBasic Awareness - Spend a little extra time pointing out the difference between the cognates, addressing similarities, etc. That way the students can practice and gain a better understanding.

9. Improve Teaching Cognates Cont.Cognate Awareness Test (CAT) – A test that shows exactly how aware students are of cognates and how high the difficulty level could be for them when learning cognates.Reference: http://www.cal.org/acquiringliteracy/assessments/cognate.html

10. Improve Teaching Cognates Cont.Practice As with anything in life, practice is the only way to improve upon something. Allow the students the time and space to practice as much as possible.

11. OverviewCognate Awareness is something that not every teacher may take into consideration. When a student is learning to speak and listen in a new language there are many things that propose challenges for the student. Teachers need to be aware of all special considerations when teaching listening and speaking; cognate awareness is just one of those special considerations.

12. SchemataIs a unit of understanding to store knowledge. Students use existing knowledge or schemata (plural) to recognize & connect with learning.Reference – Diaz-Rico, L. (2008). Strategies for Teaching English Learners. (p. 117).Donna Parrish

13. Schemata & LearningA reader’s ability to comprehend is dependent on their past experiences.

14. Schemata are created through repeated experiences with

15. EVENTS, PEOPLE, & OBJECTS

16. Encountering new information - shemata can be modified THREE ways:Reference - Sousa, D. (2005). How the Brain works. (p.52).

17. Modifying SchemataACCREATION – Learners incorporate new information into an existing schema.

18. TUNING – Learners realize existing schema is inadequate and alters their schema to become consistent with the experience.

19. RESTRUCTURING – Learners create a new schema to understand the material.Reference - Sousa, D.(2005).How the Brain Works. (p.52-53).