There is a high demand for ESL classes in Bryan, Texas based on community needs assessments. The local Adult Learning Center and churches have long waiting lists for their ESL programs. Another organization that offered classes to 100 people had to turn away 300 people due to overwhelming interest. Bryan has a large Spanish-speaking population that wants to improve their English skills to enhance their job and life opportunities. This document provides an overview of how to effectively teach ESL, including establishing a safe classroom environment, using comprehensible input, and following lesson planning guidelines.
This presentation is about what aspects should we consider when learning vocabulary from a foreign language. Besides, it is mentioned some vocabulary learning strategies for training our students in the foreign language classroom.
This presentation is about what aspects should we consider when learning vocabulary from a foreign language. Besides, it is mentioned some vocabulary learning strategies for training our students in the foreign language classroom.
oracy(speaking) skill and its impact on the growth and development of children and ways to gain this skill by simple and interesting classroom practices.
There are four Strategies to Help Improve Vocabulary. First is through using context clues. Second, is through the use of word structure. Third is through visual-aural association. And lastly, through the use of dictionary, which is the most used strategy to help improve vocabulary.
Speaking skills are the skills that give us the ability to communicate effectively. These skills allow the speaker, to convey his message in a passionate, thoughtful, and convincing manner. Speaking skills also help to assure that one won't be misunderstood by those who are listening.
oracy(speaking) skill and its impact on the growth and development of children and ways to gain this skill by simple and interesting classroom practices.
There are four Strategies to Help Improve Vocabulary. First is through using context clues. Second, is through the use of word structure. Third is through visual-aural association. And lastly, through the use of dictionary, which is the most used strategy to help improve vocabulary.
Speaking skills are the skills that give us the ability to communicate effectively. These skills allow the speaker, to convey his message in a passionate, thoughtful, and convincing manner. Speaking skills also help to assure that one won't be misunderstood by those who are listening.
Mythbusters of second language acquisition Carla Huck
This was a presentation to content-area teachers in our high school - they each had a whiteboard and wrote true/false to the statements before we revealed the responses and rationale; all elements were then linked to practical classroom strategies.
Reprinted from Young Children • January 2011 91® 2, 3.docxsodhi3
Reprinted from Young Children • January 2011 91
®
2, 3
ReseaRcheRs widely Recommend
storybook reading for promoting the
early language and literacy of young
children. By listening to stories, chil-
dren learn about written syntax and
vocabulary and develop phonologi-
cal awareness and concepts of print,
all of which are closely linked to
learning to read and write (National
Early Literacy Panel 2008). Teachers
usually know a read-aloud experi-
ence has been effective because
they see the children maintain their
interest in the story, relate different
aspects of the story to their own
experiences, describe the illustra-
tions, and ask questions about the
characters and plot.
However, listening to a story read
aloud can be a very different experi-
ence for children who speak a lan-
guage other than English. What
happens when the children are read
to in a language they are just begin-
ning to learn? What happens when
an English-speaking teacher reads
a story to a group of children who
are learning English as a second
language?
As illustrated in the vignette at the
beginning of this article, teachers
often describe young dual language
learners in their class as distracted
and unengaged during read-aloud
sessions in English. In this article,
we describe teaching strategies that
English-speaking teachers can use
when reading aloud to young dual
language learners. These strategies
are part of the Nuestros Niños Early
Language and Literacy Program, a
professional development interven-
tion designed to improve the quality
of teaching practices in prekin-
dergarten classrooms to support
Spanish-speaking dual language
learners (Castro et al. 2006). The
intervention was developed and
evaluated in a study funded by
the US Department of Education.
Teachers from the North Carolina
More at Four Pre-Kindergarten
Storybook
Reading
for Young
Dual Language
Learners
Cristina Gillanders and
Dina C. Castro
Cristina Gillanders, PhD, is a researcher at the FPG Child Development Institute at the
University of North Carolina–Chapel Hill. She was an investigator in the Nuestros Niños
study, and has worked with dual language learners as a bilingual preschool teacher,
teacher educator, and researcher. [email protected]
Dina C. Castro, PhD, is a senior scientist at the FPG Child Development Institute. She
was the principal investigator for the Nuestros Niños study. Her research focuses on
improving the quality of early education for children from diverse cultural and linguistic
backgrounds. [email protected]
Photos courtesy of the authors.
A study guide for this article will be available in mid-January online at www.naeyc.org/yc.
In a community of practice meeting, teach-
ers discuss their experiences reading
aloud to dual language learners.
Susan: When I am reading a story, the
Latino children in my class just sit there.
They look at me, but you can tell that they
are not engaged in the story.
Lisa: ...
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
ESL teacher training orientation
1.
2. The Local Need
Yarn activity
There is an overwhelming need for ESL classes in Bryan, Texas. This
information was gleaned from community needs assessment interviews
conducted in February 2012 with the Region VI Adult Learning Center
program in Bryan Independent School District (BISD), local churches, and
community organizations.
There is always a long waiting list for ESL classes in the Adult Learning
Center program.
Another organization offered ESL classes for 100 people and 400 people
came. Sadly, they had to turn away 300 people.
Bryan has a large population of Spanish-speaking people who desperately
want to learn English in order to improve their job prospects and life in the
community.
4. ESL
“English as a Second Language, or ESL, means
the study of English by those who grew up
speaking any language other than English. For
Them, English is a foreign, or second, language
(or perhaps a third or fourth language).”
(Frey, p. 6)
7. Fear & Learning
Learning a new language takes courage- requires
“risk-taking “ behavior.
Risk-taking can lead to: fear, apprehension
embarrassment, and anxiety…
Fear overpowers the brain.
Learning cannot take place unless…
the learner feels SAFE… to take the risks
necessary to learning the new language.
8. How to foster a SAFE classroom
environment that encourages “risk-taking”
necessary to learning a new language.
Do: (foster judgement free communication)
Allow for mistakes- the goal is communication, not
perfection.
Provide positive correction-
If an error in pronunciation, grammar, vocabulary:
Rephrase what they said with no judgement and expand– i.e. like a parent
expanding on a toddler’s first words/sentences
Foster a positive caring relationship!
Teaching is relational. When the student knows that you care, they will jump
through hoops to learn!
9. How to foster a SAFE classroom
environment that encourages “risk-taking”
necessary to learning a new language.
Don’t: (Classroom practices to avoid)
• Single on student out
• Call to the board
• Demand production
• Expect perfection
• Correct pronunciation
• Correct grammar
10. Principals of Adult Education
• Construction of Knowledge: learner interacts
with environment, sees patterns and
“constructs knowledge” (i.e. a candle lit not a cup filled)
• Multiple Intelligences- students learn in
different ways and modes- not just visually—
We try to incorporate them in each lesson plan:
For more info, see: http://esl.about.com/od/multipleintelligences/a/Multiple-Intelligence-To-Teach-English.htm
• Contextualized & meaning-making-
Student achievement improves significantly when the teacher helps the student
make connections between new learning with concepts and language that they
already know.
14. HAYNES FIVE STAGES (OF LANGUAGE ACQUISITION)
• PREPRODUCTION- absorbing listening receiving– silent period*
500 vocabulary words (receptive) colors, numbers, dates, nouns for daily objects…
• EARLY PRODUCTION- learners can put together short phrases, now know up
to 1,000 words receptive and active grammatical mistakes (trial and error and success)
• SPEECH EMERGENCE- 3,000 words simple questions and phrases
• INTERMEDIATE FLUENCY- 6,000 words, Can share thoughts and opinions,
participate in a discussion, can use more complicated sentence structures yet with errors
• ADVANCED FLUENCY- understand humor, sensitive to sociolinguistic cues..
Similar to native speaker.
http://education.cu-portland.edu/blog/news/five-stages-of-second-language-acquisition/
15. Comprehensible Input-
Teaching in such a way as to help
the learner go the “next step up.”
Stephen Krashen
http://www.sdkrashen.com/content/books/principles_and_practice.pdf
17. “the main function of the second language teacher is
to help make input comprehensible, to do for the
adult what the "outside world" cannot or will not do.
There are basically two ways in which the teacher can aid comprehension,
linguistic and non-linguistic.
Studies have shown that there are many things speakers do linguistically to make
their speech more comprehensible to less competent speakers. Hatch (1979) has
summarized the linguistic aspect of simplified input which appear to promote
comprehension.
Among these characteristics are:
(1) slower rate and clearer articulation, which helps acquirers to identify
word boundaries more easily, and allows more processing time;
(2) more use of high frequency vocabulary, less slang, fewer idioms;
(3) syntactic simplification, shorter sentences.” (Krashen, 2009)
18. Listening Speaking
Reading Writing
PHONEMIC AWARENESS
Identification and manipulation of parts of spoken language.
VOCABULARY
PRONUNCIATION
DECODING-PHONICS AND WORD ANALYSIS
Correlating sounds with letters or groups of letters/ cracking the “code”.
COMPREHENSION
GRAMMAR
SPELLING
FLUENCY
19. Grammar
Explicit grammar instruction helps students tempered with communicative
activities to reinforce new grammar concept.
Explain (or demonstrate) the new grammar rule
Model the new grammar rule in a variety of contexts familiar to the student.
Let the student practice the new grammar rule in conversation groups – using
clue sheets such as scripts, vocabulary, fill in the blank- in the workbooks…
Circulate around the room as this is going on.
Correct by expansion and modeling rather than “calling the student out”.
Grammar is taught in context- what conversations in your student’s daily life will
this new grammar lesson pertain to?
(ex. talking with a child’s teacher, talking to a boss, etc.)
20. Culture & Communication
As the students advance:
Help them learn idioms.
Help them learn inflection patterns.
Help them learn polite ways to say things
and to navigate common social situations
such as responding to invitations, offering
apologies, making appointments, etc.
21. Lesson Plans
Each class will have a set of textbooks/ workbooks
and teacher lesson plans. You can supplement at
any time!
Students cannot write in the workbooks or take
them home unfortunately as we have no money to
replace them.
Each lesson plan will consist of learning and practice in:
Listening
Speaking
Reading
Writing
22. You can also use authentic texts
and item:.
Job Applications
Menus
Letter from the child’s school.
Prescription bottle
Map
24. 3.Practice Lesson:
Strengthen new learning-
Model the new learning
Shadow new learning with student
Group and Pair practice
Independent learning
2.Present Lesson-
Background Knowledge:
Relate new learning to what the student already knows.
Present new learning.
Check for understanding.
1.Overview of Lesson
Advance Organizer:
Narrative
Skim
Graphic Organizer
26. Contact Information
Brazos Valley Literacy Coalition
https://brazosliteracycoalition.org/
Bobbee Pennington
Volunteer Coordinator/ Grant Writer
Email: bobbeepennington@brazosliteracycoalition.org
Phone: 979.777.8698
27. References & Acknowledgements
Rutten-James, Myrina. English-as-a-Second Language Tutor Training Kit: A Learner-
Centered Approach to Tutoring Adult ESL Learners. Cumberland Regional College/
Regina Public Library, 2003
Frey, Patricia. LitStart: Strategies for Adult Literacy and ESL Tutors. Okemos, MI
Michigan Literacy. 1999.
Krashen, Stephen. Principles and Practice in Second Language Acquisition. Los
Angeles, CA. University of Southern California. 2009 p. 64
http://www.sdkrashen.com/content/books/principles_and_practice.pdf, accessed (9/20/2018)
Many thanks to the tireless work of
Adriana Alfaro, ESL Program Coordinator
Dr. Jim Witherspoon, author of English Comes Alive
Sophia Wang, ESL Curriculum Designer
Our many past volunteers over the years…
AND YOU!!!
Thank you for volunteering your time!
