Jill Watson Instructional Approaches that Set SLIFE up to succeed (and are good for everybody else): Structured Oral Interaction and Elders as Fonts of Knowledge, MELEd 2015
The document discusses two instructional approaches for students with limited or interrupted formal education: structured oral interaction (RISA oral interaction) and using elders as fonts of knowledge. RISA oral interaction involves structured dialogs between students to practice language and content objectives, while using elders as fonts of knowledge recognizes the importance of elders sharing knowledge in oral cultures and suggests having elders participate in the classroom. Both approaches aim to set up SLIFE students for success by building on their strengths in oral communication and cultural traditions.
1. Task-based instruction focuses on using tasks to promote communication, interaction, and negotiation between students. It requires both linguistic and cognitive skills while focusing on accuracy and fluency.
2. A task involves a meaningful exchange of information where students use the target language to complete an activity. Examples include role-plays, problem-solving activities, surveys, and decision-making exercises.
3. Implementing tasks follows stages including preparation, task completion in groups, and a language focus. It brings authentic real-world activities into the classroom.
English has become the dominant lingua franca globally due to factors like globalization and advances in technology. A lingua franca is a language commonly used for communication between people who do not share a native language. Historically, lingua francas developed through interactions like trade between different language groups. Today, English serves as the primary lingua franca for international communication in domains like aviation, business, academia and online interactions due to its widespread use and status as the dominant global language.
Task based language teaching (formato 2010)Patrmartin
Task-based language teaching (TBLT) is an approach that uses tasks as the core unit of planning and instruction. A task is an activity or goal carried out using language. The key principles of TBLT are that language is used for meaningful communication, lessons involve purposeful activities and tasks, and learning a language is best when it mirrors real-world language use. TBLT focuses on the process of learning through tasks that provide opportunities for input, output, and negotiation of meaning rather than solely teaching language structures. The teacher takes on roles like selecting and sequencing tasks, preparing learners, and raising learner consciousness of the language.
This document discusses several grammatical features of Germanic languages, including:
1. The morphological system of substantives consists of a root, stem-building suffix, and case inflection. Vocalic, -n-, and other consonant stems are discussed.
2. Adjective declension differs from substantives by having both strong and weak forms, with weak forms used for definiteness. Strong adjective forms combine properties of substantives and pronouns.
3. Pronouns in Germanic languages fall into personal, possessive, demonstrative, interrogative, indefinite, definite, negative, and relative classes, with some formed suppletively like in ancient IE languages.
This document provides information about the Total Physical Response (TPR) language teaching method. It discusses that TPR was developed by Dr. James Asher in the 1970s based on how children acquire their first language through listening and physical response. TPR uses physical movement and actions to help students learn vocabulary and conversational skills in a new language before speaking. Some example TPR activities described are giving students commands to act out, guessing games using yes/no questions, and drawing objects based on classmates' descriptions.
This document provides guidance on teaching speaking skills. It discusses key sub-skills of speaking like vocabulary, grammar, pronunciation, and listening comprehension. It emphasizes using communicative language teaching approaches that provide meaningful contexts for practice. Some suggested speaking activities are role plays, interviews, discussions, and oral presentations. The document also covers language functions, formulaic expressions, classroom language, benefits of interaction, and teacher roles. It provides tips for balancing fluency and accuracy, including confirmation checks and peer correction.
Task-based language teaching (TBLT) focuses classroom activities around tasks that require students to use language for a specific purpose. It emphasizes using language communicatively to complete tasks that simulate real-world activities. There are two types of tasks: target tasks that simulate language use outside the classroom, and pedagogical tasks used in classroom activities and exercises to prepare students for target tasks. TBLT aims to move students beyond abstract language learning to applying language in authentic contexts. While it can make classes more engaging, some argue it may lack guidance on language forms and not promote accuracy.
This document discusses various strategies for teaching vocabulary to primary English students, including flashcards, games, model sentences, origami, graphic organizers, and puzzles/pictures/posters. Flashcards are introduced as a popular method that can be used for different themes over time through various matching and memory games. Model sentences demonstrate proper usage of new words through simple examples. Graphic organizers like maps and charts provide visual learning methods. The document encourages reusing activities and tailoring them to students' ages.
1. Task-based instruction focuses on using tasks to promote communication, interaction, and negotiation between students. It requires both linguistic and cognitive skills while focusing on accuracy and fluency.
2. A task involves a meaningful exchange of information where students use the target language to complete an activity. Examples include role-plays, problem-solving activities, surveys, and decision-making exercises.
3. Implementing tasks follows stages including preparation, task completion in groups, and a language focus. It brings authentic real-world activities into the classroom.
English has become the dominant lingua franca globally due to factors like globalization and advances in technology. A lingua franca is a language commonly used for communication between people who do not share a native language. Historically, lingua francas developed through interactions like trade between different language groups. Today, English serves as the primary lingua franca for international communication in domains like aviation, business, academia and online interactions due to its widespread use and status as the dominant global language.
Task based language teaching (formato 2010)Patrmartin
Task-based language teaching (TBLT) is an approach that uses tasks as the core unit of planning and instruction. A task is an activity or goal carried out using language. The key principles of TBLT are that language is used for meaningful communication, lessons involve purposeful activities and tasks, and learning a language is best when it mirrors real-world language use. TBLT focuses on the process of learning through tasks that provide opportunities for input, output, and negotiation of meaning rather than solely teaching language structures. The teacher takes on roles like selecting and sequencing tasks, preparing learners, and raising learner consciousness of the language.
This document discusses several grammatical features of Germanic languages, including:
1. The morphological system of substantives consists of a root, stem-building suffix, and case inflection. Vocalic, -n-, and other consonant stems are discussed.
2. Adjective declension differs from substantives by having both strong and weak forms, with weak forms used for definiteness. Strong adjective forms combine properties of substantives and pronouns.
3. Pronouns in Germanic languages fall into personal, possessive, demonstrative, interrogative, indefinite, definite, negative, and relative classes, with some formed suppletively like in ancient IE languages.
This document provides information about the Total Physical Response (TPR) language teaching method. It discusses that TPR was developed by Dr. James Asher in the 1970s based on how children acquire their first language through listening and physical response. TPR uses physical movement and actions to help students learn vocabulary and conversational skills in a new language before speaking. Some example TPR activities described are giving students commands to act out, guessing games using yes/no questions, and drawing objects based on classmates' descriptions.
This document provides guidance on teaching speaking skills. It discusses key sub-skills of speaking like vocabulary, grammar, pronunciation, and listening comprehension. It emphasizes using communicative language teaching approaches that provide meaningful contexts for practice. Some suggested speaking activities are role plays, interviews, discussions, and oral presentations. The document also covers language functions, formulaic expressions, classroom language, benefits of interaction, and teacher roles. It provides tips for balancing fluency and accuracy, including confirmation checks and peer correction.
Task-based language teaching (TBLT) focuses classroom activities around tasks that require students to use language for a specific purpose. It emphasizes using language communicatively to complete tasks that simulate real-world activities. There are two types of tasks: target tasks that simulate language use outside the classroom, and pedagogical tasks used in classroom activities and exercises to prepare students for target tasks. TBLT aims to move students beyond abstract language learning to applying language in authentic contexts. While it can make classes more engaging, some argue it may lack guidance on language forms and not promote accuracy.
This document discusses various strategies for teaching vocabulary to primary English students, including flashcards, games, model sentences, origami, graphic organizers, and puzzles/pictures/posters. Flashcards are introduced as a popular method that can be used for different themes over time through various matching and memory games. Model sentences demonstrate proper usage of new words through simple examples. Graphic organizers like maps and charts provide visual learning methods. The document encourages reusing activities and tailoring them to students' ages.
Teaching and Learning Strategy: Teaching Language Construction & GrammarMeilina Rais
This document discusses strategies for teaching language construction and grammar. It outlines four approaches:
1) Studying structure and use, which focuses on language forms, meanings, and functions.
2) Explain and practice, taking a deductive approach by first explaining rules and then having students practice.
3) Discovery and practice, using an inductive approach where students discover language patterns on their own.
4) Research and practice, where students research language independently using resources like dictionaries.
The document also provides specific techniques for each approach, such as choosing study activities, introducing grammar deductively or inductively, and using games to practice grammar.
The document discusses various methods for assessing speaking skills in tests. It describes a continuum of speaking tasks from imitative to extensive. Imitative tasks involve simple repetition, while intensive tasks assess narrow grammatical skills through short responses. Responsive tasks involve simple interactions, and interactive tasks have longer, more complex exchanges. Extensive speaking includes speeches and presentations with limited feedback. The document also discusses techniques like role plays, interviews and games to assess speaking at different levels.
The document discusses teaching speaking skills in the EFL classroom. It notes that speaking involves building and sharing meaning through verbal and non-verbal communication in various contexts. It also discusses how students are often interested in speaking but reluctant due to a fear of mistakes. The document provides strategies for teaching speaking such as incorporating pair work, group work, role plays, and discussions to engage students in interactive speaking practice. It emphasizes creating a supportive environment to help students speak confidently.
Task-based language teaching (TBLT) is an approach that engages learners in performing tasks using the target language. It focuses on meaningful language use through tasks rather than language drilling. A task in TBLT is a goal-oriented communicative activity with a clear outcome. The key principles of TBLT include engaging learners in authentic language use through tasks, enabling acquisition of new language and proceduralization of existing knowledge. It follows a task cycle of pre-task, task, planning and report with an optional analysis and practice phase. TBLT can be used to develop all language skills and accommodate different learner levels through appropriate task scaffolding and types.
Speaking is an interactive process that involves constructing meaning through verbal and non-verbal symbols. It allows people to express thoughts, feelings, and exchange information. Developing fluency requires a focus on accuracy in controlled activities and a focus on interaction in less controlled activities. Teachers can use activities like drills, pair/group work, games and role-plays to provide feedback, correction, and practice to improve students' speaking skills. Prior experience as a listener helps improve performance as a speaker by exposing students to models and helping them understand the challenges of speaking.
this is the study teacher Educationof firset 4 chapter of the book written by Burn & Richards Terend of teacher education from 1960s up to now and idiological and power influence on this terend
This document discusses English for Specific Purposes (ESP). It defines ESP as an approach to language teaching where the content and aims of the course are based on the specific needs of the learners. The document traces the evolution of ESP from the 1960s and discusses some of the main researchers in the field, including Hutchinson and Waters. It outlines different theories of learning through ESP, such as behaviorism and mentalism, as well as approaches to ESP courses like language-centered, skills-centered, and learning-centered. Finally, it provides an example ESP lesson plan for electrical engineering students focused on vocabulary and graphic organizers.
Top-down and bottom-up approaches to language planning. Saad Yaseen
This document discusses top-down and bottom-up approaches to language planning, as well as the role of media in changing language use in society. It provides three key points:
1) There are two main approaches to language planning - top-down involves official government policies while bottom-up involves grassroots efforts. Successful language planning requires consideration of both approaches.
2) Mediatization, the increasing role of media in society, has virtualized and domesticated social institutions. This impacts language as people's interaction with domains like politics now occurs through media at home.
3) The media facilitate changes in language use by exposing people to new varieties and ways of communicating. This influences the language practices and preferences of
This document discusses teaching listening comprehension. It defines listening comprehension and outlines the roles of teachers and students in listening, understanding, and responding. It identifies factors that affect listening skills, including the material, environment, listener, and speaker. It also describes levels of listening comprehension, requirements for listening practice, and how to design a listening lesson with pre-listening, while listening, and post-listening activities. Finally, it provides examples of listening exercises and ways to test listening comprehension.
Language testing is defined as evaluating an individual's proficiency in using a particular language effectively. There are two basic types of language tests: achievement tests, which measure content from a specific course, and proficiency tests, which measure general language ability regardless of course content. When developing and administering language tests, it is important to consider their validity, reliability, practicality, and instructional value. Validity refers to how well a test measures what it is intended to measure. Reliability means a test produces consistent results under similar conditions. Practicality is determined by the resources required to administer the test. Instructional value refers to how easily test results can be used to improve teaching and learning.
The document discusses effective strategies for teaching vocabulary. It defines vocabulary as all the words in a language. Key principles for teaching vocabulary include introducing words in context, focusing on useful words, teaching learning strategies, repetition, and spacing practice. Knowing a word involves understanding its meaning, form, and use. When introducing a word, teachers should address some combination of its meaning, pronunciation, spelling, grammatical functions, and other aspects. Good vocabulary activities focus on useful words, teach a learning concept, involve active engagement, and avoid interference from unknown related words.
This presentation provides discussion on the different assessment done in English particularly Objective Type of Test, Reading Comprehension Testing and Grammar Tests
Task-based language teaching (TBLT) is an approach that uses tasks as the core unit of planning and instruction. It is presented as a development of communicative language teaching. TBLT focuses on having students complete meaningful tasks using the target language. A task is any activity that requires students to use language to arrive at an outcome, focusing on meaning over form. Proponents of TBLT argue that it engages students and provides contexts for language development, while critics note that early-stage learners may benefit from more focus on form. Effective TBLT involves scaffolding tasks, recycling language, and integrating form, function and meaning.
The document describes various bilingual education program models, including their goals, components, and instructional approaches. It discusses transitional bilingual education, developmental bilingual education, two-way dual language education, one-way dual language education, bilingual immersion programs, and heritage language programs. The overall goal shared by all bilingual programs is to ensure bilingual students meet grade-level academic standards.
1) The document discusses English as a modern lingua franca, or common language, for global communication.
2) A lingua franca is a language commonly understood between people who do not share a first language, with English currently serving this role internationally.
3) The term originally referred to a combination of French and Italian developed by Crusaders and traders in the Mediterranean, and English now plays an important bridging role between countries, cultures, and ideas globally.
The Practice of Language Teaching:Approaches, Methods, Procedures, TechniquesAna Paredes
This document discusses key concepts in language teaching approaches including approach, method, procedures, and techniques. It defines each concept and provides examples. It then summarizes several common approaches to language teaching: Audiolingualism, PPP, Communicative Approach, Task-Based Learning, Humanistic Approach, Lexical Approach, CLL, Silent Way, Suggestopaedia, and TPR. Each approach is briefly described in terms of its underlying principles and techniques. The document aims to outline major approaches to language teaching and compare their similarities and differences.
This document summarizes strategies for enhancing English teachers' writing pedagogy skills. It discusses process-oriented strategies like outlining, proofreading, and student self-evaluation. Another strategy involves "chain writing" where students collaboratively write a story by continuing each other's sentences. The document suggests teaching various types of 21st century writing like paragraphs, digital writing for social media, and situational writing like text messages. It emphasizes engaging and collaborative learning approaches.
Silent Way Method and Communicative Language TeachingMiss EAP
The document discusses the key aspects of the communicative language teaching (CLT) approach. It emphasizes developing students' communicative competence and using classroom activities focused on meaningful communication, such as role plays. The teacher acts as a facilitator rather than expert, while students are expected to participate in groups and take responsibility for their learning. Lessons typically involve presenting a language function or structure, providing practice and feedback, and allowing discovery of rules. Sample activities include role plays and reconstructing a story from sections divided among students.
This document discusses English as a lingua franca. It begins by defining lingua franca as a common language used for communication between speakers of different native languages. It then discusses how English has become the main global lingua franca due to factors like globalization and the internet. The document covers attitudes towards English as a lingua franca, how it is taught, and issues related to its use replacing native languages in some countries like difficulties becoming literate in either the native language or English. It concludes that the use of English as a lingua franca will likely continue increasing as a tool for global communication.
There are two main approaches to defining language universals: Chomsky's focus on innate linguistic units in the brain and Greenberg's analysis of common patterns across languages. Standard English refers to an idealized norm used widely, while World Englishes describe regional variations that have emerged as English is used globally. Kachru's concentric circles model classifies contexts of English use into inner circle, outer circle, and expanding circle. Philippine English displays unique characteristics including interchange of consonants like "f" and "p" as well as terms like "nosebleed" and "traffic".
Jill Watson Essential Program Components for Meeting the Learning Needs of St...Jill Watson, Ph.D.
The keynote address provided an overview of students with limited or interrupted formal education (SLIFE) including their learning challenges and key program components to meet their needs. SLIFE often have no prior education, limited literacy in any language, and little English proficiency due to factors like trauma, poverty and limited schooling opportunities. Effective programs recognize SLIFE's experience with oral learning and lack of print literacy, providing structured literacy instruction, academic language support, and bridging their cultural learning styles with academic expectations. All staff should receive training to meet SLIFE's distinct needs through culturally responsive practices.
Achievement gap for slife changing suburbs institute 2015 h w-marshallHelaine W. Marshall
This document summarizes key differences between the cultural learning paradigms of many SLIFE (Students with Limited or Interrupted Formal Education) and typical U.S. classrooms. It identifies underlying cultural differences such as oral transmission vs. written word and collectivism vs. individualism. The MALP framework is presented as a way to mutually adapt instructional conditions, processes, and activities to integrate the learning paradigms of SLIFE and U.S. classrooms.
Teaching and Learning Strategy: Teaching Language Construction & GrammarMeilina Rais
This document discusses strategies for teaching language construction and grammar. It outlines four approaches:
1) Studying structure and use, which focuses on language forms, meanings, and functions.
2) Explain and practice, taking a deductive approach by first explaining rules and then having students practice.
3) Discovery and practice, using an inductive approach where students discover language patterns on their own.
4) Research and practice, where students research language independently using resources like dictionaries.
The document also provides specific techniques for each approach, such as choosing study activities, introducing grammar deductively or inductively, and using games to practice grammar.
The document discusses various methods for assessing speaking skills in tests. It describes a continuum of speaking tasks from imitative to extensive. Imitative tasks involve simple repetition, while intensive tasks assess narrow grammatical skills through short responses. Responsive tasks involve simple interactions, and interactive tasks have longer, more complex exchanges. Extensive speaking includes speeches and presentations with limited feedback. The document also discusses techniques like role plays, interviews and games to assess speaking at different levels.
The document discusses teaching speaking skills in the EFL classroom. It notes that speaking involves building and sharing meaning through verbal and non-verbal communication in various contexts. It also discusses how students are often interested in speaking but reluctant due to a fear of mistakes. The document provides strategies for teaching speaking such as incorporating pair work, group work, role plays, and discussions to engage students in interactive speaking practice. It emphasizes creating a supportive environment to help students speak confidently.
Task-based language teaching (TBLT) is an approach that engages learners in performing tasks using the target language. It focuses on meaningful language use through tasks rather than language drilling. A task in TBLT is a goal-oriented communicative activity with a clear outcome. The key principles of TBLT include engaging learners in authentic language use through tasks, enabling acquisition of new language and proceduralization of existing knowledge. It follows a task cycle of pre-task, task, planning and report with an optional analysis and practice phase. TBLT can be used to develop all language skills and accommodate different learner levels through appropriate task scaffolding and types.
Speaking is an interactive process that involves constructing meaning through verbal and non-verbal symbols. It allows people to express thoughts, feelings, and exchange information. Developing fluency requires a focus on accuracy in controlled activities and a focus on interaction in less controlled activities. Teachers can use activities like drills, pair/group work, games and role-plays to provide feedback, correction, and practice to improve students' speaking skills. Prior experience as a listener helps improve performance as a speaker by exposing students to models and helping them understand the challenges of speaking.
this is the study teacher Educationof firset 4 chapter of the book written by Burn & Richards Terend of teacher education from 1960s up to now and idiological and power influence on this terend
This document discusses English for Specific Purposes (ESP). It defines ESP as an approach to language teaching where the content and aims of the course are based on the specific needs of the learners. The document traces the evolution of ESP from the 1960s and discusses some of the main researchers in the field, including Hutchinson and Waters. It outlines different theories of learning through ESP, such as behaviorism and mentalism, as well as approaches to ESP courses like language-centered, skills-centered, and learning-centered. Finally, it provides an example ESP lesson plan for electrical engineering students focused on vocabulary and graphic organizers.
Top-down and bottom-up approaches to language planning. Saad Yaseen
This document discusses top-down and bottom-up approaches to language planning, as well as the role of media in changing language use in society. It provides three key points:
1) There are two main approaches to language planning - top-down involves official government policies while bottom-up involves grassroots efforts. Successful language planning requires consideration of both approaches.
2) Mediatization, the increasing role of media in society, has virtualized and domesticated social institutions. This impacts language as people's interaction with domains like politics now occurs through media at home.
3) The media facilitate changes in language use by exposing people to new varieties and ways of communicating. This influences the language practices and preferences of
This document discusses teaching listening comprehension. It defines listening comprehension and outlines the roles of teachers and students in listening, understanding, and responding. It identifies factors that affect listening skills, including the material, environment, listener, and speaker. It also describes levels of listening comprehension, requirements for listening practice, and how to design a listening lesson with pre-listening, while listening, and post-listening activities. Finally, it provides examples of listening exercises and ways to test listening comprehension.
Language testing is defined as evaluating an individual's proficiency in using a particular language effectively. There are two basic types of language tests: achievement tests, which measure content from a specific course, and proficiency tests, which measure general language ability regardless of course content. When developing and administering language tests, it is important to consider their validity, reliability, practicality, and instructional value. Validity refers to how well a test measures what it is intended to measure. Reliability means a test produces consistent results under similar conditions. Practicality is determined by the resources required to administer the test. Instructional value refers to how easily test results can be used to improve teaching and learning.
The document discusses effective strategies for teaching vocabulary. It defines vocabulary as all the words in a language. Key principles for teaching vocabulary include introducing words in context, focusing on useful words, teaching learning strategies, repetition, and spacing practice. Knowing a word involves understanding its meaning, form, and use. When introducing a word, teachers should address some combination of its meaning, pronunciation, spelling, grammatical functions, and other aspects. Good vocabulary activities focus on useful words, teach a learning concept, involve active engagement, and avoid interference from unknown related words.
This presentation provides discussion on the different assessment done in English particularly Objective Type of Test, Reading Comprehension Testing and Grammar Tests
Task-based language teaching (TBLT) is an approach that uses tasks as the core unit of planning and instruction. It is presented as a development of communicative language teaching. TBLT focuses on having students complete meaningful tasks using the target language. A task is any activity that requires students to use language to arrive at an outcome, focusing on meaning over form. Proponents of TBLT argue that it engages students and provides contexts for language development, while critics note that early-stage learners may benefit from more focus on form. Effective TBLT involves scaffolding tasks, recycling language, and integrating form, function and meaning.
The document describes various bilingual education program models, including their goals, components, and instructional approaches. It discusses transitional bilingual education, developmental bilingual education, two-way dual language education, one-way dual language education, bilingual immersion programs, and heritage language programs. The overall goal shared by all bilingual programs is to ensure bilingual students meet grade-level academic standards.
1) The document discusses English as a modern lingua franca, or common language, for global communication.
2) A lingua franca is a language commonly understood between people who do not share a first language, with English currently serving this role internationally.
3) The term originally referred to a combination of French and Italian developed by Crusaders and traders in the Mediterranean, and English now plays an important bridging role between countries, cultures, and ideas globally.
The Practice of Language Teaching:Approaches, Methods, Procedures, TechniquesAna Paredes
This document discusses key concepts in language teaching approaches including approach, method, procedures, and techniques. It defines each concept and provides examples. It then summarizes several common approaches to language teaching: Audiolingualism, PPP, Communicative Approach, Task-Based Learning, Humanistic Approach, Lexical Approach, CLL, Silent Way, Suggestopaedia, and TPR. Each approach is briefly described in terms of its underlying principles and techniques. The document aims to outline major approaches to language teaching and compare their similarities and differences.
This document summarizes strategies for enhancing English teachers' writing pedagogy skills. It discusses process-oriented strategies like outlining, proofreading, and student self-evaluation. Another strategy involves "chain writing" where students collaboratively write a story by continuing each other's sentences. The document suggests teaching various types of 21st century writing like paragraphs, digital writing for social media, and situational writing like text messages. It emphasizes engaging and collaborative learning approaches.
Silent Way Method and Communicative Language TeachingMiss EAP
The document discusses the key aspects of the communicative language teaching (CLT) approach. It emphasizes developing students' communicative competence and using classroom activities focused on meaningful communication, such as role plays. The teacher acts as a facilitator rather than expert, while students are expected to participate in groups and take responsibility for their learning. Lessons typically involve presenting a language function or structure, providing practice and feedback, and allowing discovery of rules. Sample activities include role plays and reconstructing a story from sections divided among students.
This document discusses English as a lingua franca. It begins by defining lingua franca as a common language used for communication between speakers of different native languages. It then discusses how English has become the main global lingua franca due to factors like globalization and the internet. The document covers attitudes towards English as a lingua franca, how it is taught, and issues related to its use replacing native languages in some countries like difficulties becoming literate in either the native language or English. It concludes that the use of English as a lingua franca will likely continue increasing as a tool for global communication.
There are two main approaches to defining language universals: Chomsky's focus on innate linguistic units in the brain and Greenberg's analysis of common patterns across languages. Standard English refers to an idealized norm used widely, while World Englishes describe regional variations that have emerged as English is used globally. Kachru's concentric circles model classifies contexts of English use into inner circle, outer circle, and expanding circle. Philippine English displays unique characteristics including interchange of consonants like "f" and "p" as well as terms like "nosebleed" and "traffic".
Jill Watson Essential Program Components for Meeting the Learning Needs of St...Jill Watson, Ph.D.
The keynote address provided an overview of students with limited or interrupted formal education (SLIFE) including their learning challenges and key program components to meet their needs. SLIFE often have no prior education, limited literacy in any language, and little English proficiency due to factors like trauma, poverty and limited schooling opportunities. Effective programs recognize SLIFE's experience with oral learning and lack of print literacy, providing structured literacy instruction, academic language support, and bridging their cultural learning styles with academic expectations. All staff should receive training to meet SLIFE's distinct needs through culturally responsive practices.
Achievement gap for slife changing suburbs institute 2015 h w-marshallHelaine W. Marshall
This document summarizes key differences between the cultural learning paradigms of many SLIFE (Students with Limited or Interrupted Formal Education) and typical U.S. classrooms. It identifies underlying cultural differences such as oral transmission vs. written word and collectivism vs. individualism. The MALP framework is presented as a way to mutually adapt instructional conditions, processes, and activities to integrate the learning paradigms of SLIFE and U.S. classrooms.
I was searching for some cash and have got a simple way to get money ranging from £100 to £1000 pound through http://www.100textloans.org.uk. This website provides short term loans & Text Loans on lowest interest rate. Take a tour and avail the best services of any type of loans.
Lensink Gussinklo Makelaardij is als NVM makelaar helemaal thuis in de regio rond Dinxperlo, inclusief plaatsen als Breedenbroek, De Heurne, Sinderen en bijbehorende buitengebieden. Ook zijn we vaak te vinden in Ulft, Silvolde, Terborg en Varsseveld. Brede kennis van de regionale markt combineren we met jarenlange ervaring en vurig enthousiasme.
Plan de Social Media elaborado por Humberto Isea para la marca Wawawiwa Design, presentado como trabajo final para el curso de Community Manager y Kit de Herramientas Web 2.0
Communications of the present and the future involves a number of integrated hybrid factors to be ultimately successful: creative, analytical, psychological, utilitarian and identity driven. Social by design is a product strategy that encourages and facilitates conversation into an ongoing relationship management model. Conversation via content, creativity, product updates and thought leadership is the means by which we express who we are to others while learning and getting feedback from them. Socially-designed products put people at the center of the experience, rather than data, devices or information. This is a fundamental shift in the way the web and platforms are structured and will most likely come to define what the next phase of the social web looks like via the ability for all to be makers, creators and participants. Instead of technology, devices or products being the selling point (as it is with applications like Word, Keynote, Photoshop or devices like iPhone, Galaxy, Lumia, etc.) the selling point is conversation - that is, interacting with other people around emotional triggers. The data of this conversation helps with further product improvement and innovation. Learn the practical steps on how this fundamentally different and new design approach around communications will enable business in the DIY economy. #SIC2014 #MakeImpact
Introduction to Cross Site Scripting ( XSS )Irfad Imtiaz
Contents :
- Introduction
- Description as A Widely Used Hacking Technique
- How it is used in Hacking
- What can be done with XSS
#XSS, #Hacking, #Security, #CookieStealing, #InternetBug, #HTMLInjection
Sincerely,
Irfad Imtiaz
Proprio in queste settimane, l’Sda Bocconi – che per conto del Wef si occupa di raccogliere i dati sul nostro Paese – sta finendo le ultime rilevazioni che comporranno la fotografia dell’Italia nel rapporto sulla competitività (Global Competitiveness Report, Gcr) dell’ormai celeberrimo World economic Forum (Wef). Si tratta di una classifica che rispecchia gli stessi parametri scientifici degli altri indici internazionali, come il Doing Business della Banca mondiale? Su quali dati si basa il posizionamento del nostro Paese?
The document summarizes key facilities at Phật Đài Dhammakaya in Thailand, including the Dhammakaya Cetiya stupa intended to house 1 million Buddha statues, the Great Memorial Hall, and the Great Sapha Dhammakaya Hall designed for meditation and lectures for up to 150,000 people. It also describes the Dining Hall that can seat 6,000 monks and the daily offerings from lay people, as well as the Dhammakaya Chapel recognized for its architectural design.
Policy Paper ESCENARIOS PROSPECTIVOS DE LA SEGURIDAD EN COLOMBIA FRENTE AL PR...John Anzola
Análisis sobre escenarios de seguridad y convivencia ciudadana en un escenario de post-conflicto en Colombia.
http://www.kas.de/kolumbien/es/publications/34733/
InfoProp Real Estate was founded by Mr. Parthiban and has established itself as one of the leading estate agencies in Bangalore through effective marketing. It aims to expand its brand nationally throughout India by facilitating connections between property sellers and buyers. InfoProp functions as a full-service real estate development and management company with a vision of teamwork, innovation, and long-term decision making to be a profitable leader in commercial and residential real estate.
Recopilación de los artículos que, en la sección “Páginas Israelíticas”, publica desde 1917 hasta 1925, el Padre Federico Salvador Ramón en la revista mariana Esclava y Reina de la Congregación de Esclavas de la Inmaculada Niña.
Non-technical risks and their impact on mining - Trench, Sykes & Packey - Oct...John Sykes
The document discusses non-technical risks in the mining industry and their impact. It begins with classifying non-technical risks such as country, commodity price, exchange rate, and corporate risks. Country risk is particularly complex with factors like resource nationalism and infrastructure. Price and exchange rate risks are usually the biggest non-technical risks. The document provides perspectives on considering non-technical risks early, integrating them with technical risks, taking ownership of non-technical risks, making choices about non-technical risks, and constantly monitoring them as risks can change over the project life cycle.
Este documento proporciona información sobre el fondo de inversión Annual Cycles Strategies FI. El fondo es un fondo mixto flexible y global que invierte principalmente en renta variable (45%) y renta fija (45%). El fondo utiliza el ciclo anual para modular el riesgo de mercado entre un 0-100% y rotar la cartera. El valor liquidativo actual es de 14,29 euros y el patrimonio neto es de 8,789,885.46 euros.
Tackling complexity in giant systems: approaches from several cloud providersPatrick Chanezon
Systems architecture evolve in cycles every 15-20 years, oscillating between centralization and decentralization, but growing in size and complexity. The last cycle shifted from vertical to horizontal scalability for hardware, applications and data platforms. This talk will describe approaches used by some of the companies who pioneered cloud platforms, Google, Microsoft, Amazon, Netflix & VMware, to tackle complexity when building these giant distributed systems.
This talk was presented at JFokus 2014.
https://www.jfokus.se/jfokus/talks.jsp#Tacklingcomplexityin
Similar to Jill Watson Instructional Approaches that Set SLIFE up to succeed (and are good for everybody else): Structured Oral Interaction and Elders as Fonts of Knowledge, MELEd 2015
SLIFE may not have much experience with literacy and academic knowledge, but their oral cultural background has equipped them with certain affordances, or strengths, which can and should serve as the basis for creating effective SLIFE instruction. In this session, I will present two particularly SLIFE-suited approaches, with a research-based rationale and examples of their use with SLIFE and all students. Participants will engage in hands-on activities designing and implementing each approach.
This PowerPoint was made by Annette Guterres & Julia Starling.
I have converted into slide share for easy access.
An excellent presentation on vocab acquisition.
1. Teaching oral skills is challenging as it requires integrating many subsystems simultaneously.
2. Effective methods focus on developing grammatical, sociolinguistic, discourse and strategic competence through activities like discussions, speeches, role-plays and interviews.
3. Teachers should balance accuracy and fluency, encourage student responsibility, and assess classroom performance and large-scale exam preparation.
Academic Vocabulary and Reading Online for ELLsltoday
This document provides an agenda for a seminar on teaching academic vocabulary and reading to English language learners online. It discusses research supporting direct vocabulary instruction and the importance of repetition, rich contexts, and active engagement. It also outlines how the Spotlight on English program aligns with this research-based approach and key accountability requirements in New York like state standards and assessments.
This document discusses strategies for building students' vocabulary and background knowledge. It begins with an anecdote comparing two first grade students, Marco and Nicholas, who visited the same park but had very different experiences due to their backgrounds. Marco had limited experiences and vocabulary, while Nicholas was inquisitive and knew terms like "buffalo" and "bison".
The document emphasizes the importance of explicitly teaching vocabulary using multiple modalities. It also stresses the need to provide opportunities for student talk and discourse to develop thinking. Strategies discussed include asking open-ended questions, giving wait time, listening to students, and using various language registers appropriately. The overall message is that teachers must be intentional in building vocabulary and background knowledge for all
The document discusses various techniques for teaching speaking skills, including both direct and indirect approaches. It emphasizes using tasks that focus on meaningful communication over language practice. Specific techniques mentioned include conversation practice, transactional activities like ordering from a catalog, and individual oral dialogue journals. Principles for designing speaking techniques include using a variety that cover accuracy and fluency, providing meaningful contexts, feedback, and opportunities for student initiation of oral communication. The document also discusses teaching pronunciation and considerations around error correction.
“Listening and Speaking: Way of Improving the English Speaking Ability of Stu...MJ Green Gomez Malacapay
In Partial Fulfillment
Of the Requirements of the Advance Academic Writing
Master of Arts in Education-English Language Teaching
By
Mary Jane G. Malacapay
December, 2017
This document provides information and strategies for teaching vocabulary to secondary students. It discusses how vocabulary knowledge is important for reading achievement but can divide students economically and academically if gaps are not addressed. The document recommends explicitly teaching vocabulary through direct instruction, independent reading, and multiple exposures in meaningful contexts. Specific strategies include teaching word parts, providing collaborative learning opportunities, and ensuring students have ownership of words through many encounters. The goal is to help all students develop a robust vocabulary so they can succeed academically.
This document provides strategies for speech language pathologists to support students with reading difficulties. It discusses the components of reading comprehension, including background knowledge, phonological awareness, decoding, fluency, and vocabulary. For each component, it identifies potential areas of difficulty for students and provides strategies SLPs can use to assess and support students. These include pre-teaching activities, modeling fluent reading, teaching spelling patterns, and incorporating vocabulary instruction across disciplines. References are also provided on effective practices for developing these reading skills in students.
The document discusses the objectives, features, and components of the English curriculum for Grade 5 in the Philippines. It aims to develop students' communicative competence, understanding of language concepts, and appreciation for English. The curriculum is learner-centered, integrative, and focuses on developing 21st century skills. It teaches language domains like reading, writing, and vocabulary through spiralling content across grade levels based on learning standards defining what students should know and be able to do.
strategies in promoting numeracy and literacyReynelRebollos
The document discusses strategies for promoting numeracy and literacy. It defines key concepts like literacy and numeracy and identifies essential components of teaching reading like oral language, phonological awareness, phonemic awareness, and comprehension. The presentation also provides examples of appropriate activities for teaching mathematics and demonstrates applying reading and math strategies through a teaching demonstration.
1. The document summarizes an English language arts methods course, including discussions on grammar instruction approaches like Andrews' LEA model and Weaver's minimal approach.
2. It also covers topics like semantic environments, what constitutes "good English," and examples of status-marking errors.
3. Recommendations are made for focusing grammar instruction on the needs of students and using techniques like incidental lessons, inductive lessons, writing conferences, and mini-lessons.
The document discusses the advantages of learning Indonesian as a foreign language in Australian schools. It notes that Indonesian has many strengths as a language option, such as being spoken by our closest neighbor and having similarities to English. However, it is in a precarious state in Australian schools due to decisions being made based on factors other than educational value, such as student numbers. The document argues that Indonesian should be promoted more strongly in schools given its clear educational benefits.
This document summarizes a presentation on improving speaking skills in the foreign language classroom. It discusses common difficulties that students and teachers face with speaking activities, such as lack of fluency, confidence, and creativity. It proposes a pedagogical framework using dynamic, communicative exercises to enhance student speaking abilities. Examples of activities are provided to practice fluency, grammar, vocabulary, and pronunciation in a low-pressure, game-like manner. The goal is to help students move past their speaking challenges by creating more opportunities for practice.
The document summarizes the four stages of second language acquisition according to the Natural Approach model: 1) Preproduction, where students are just beginning to learn English and communicate non-verbally; 2) Early Production, where students can produce 1-2 word responses and have a vocabulary of about 1,000 words; 3) Speech Emergence, where students can use phrases and sentences and have a vocabulary of nearly 7,000 words; and 4) Intermediate Fluency, where students have developed cognitive academic language proficiency and can engage in extended discourse. The stages are fluid and depend on factors like a student's first language, age, and amount of exposure to English.
This document provides an agenda and discussion points for a workshop on language development and acquisition. The agenda includes reviewing course content, conducting peer reviews of oral language and reading/writing analyses, an overview of case study requirements, and feedback on the course. Discussion points focus on teachers as observers of language, language variation, stages of typical second language acquisition, analyzing a learner's oral language skills using linguistic tools, and analyzing a learner's reading development using concepts of phonology, semantics, syntax and pragmatics. The document provides guidance for peer reviewing analyses and developing findings and conclusions.
This PPT will help us to know more about the comparison between young learners and adult learners. This PPT is created by Dwi Anggraeni, Maulida Swastuti, and Uun Kumala Sari.
This document provides an introduction to speech, language, and communication difficulties. It discusses key terms like speech, language, communication and how delays differ from disorders. It outlines the impact difficulties can have in areas like literacy and social behaviors. Top tips are provided for supporting students with receptive language, expressive language, and pragmatic language challenges in the classroom. Examples of visual tools that can aid language development like mind maps and word webs are also presented.
This document provides an overview of effective vocabulary instruction strategies for teachers. It discusses the importance of vocabulary and recommends using both direct instruction methods like the six-steps of vocabulary instruction as well as teaching vocabulary in context. The document emphasizes that building vocabulary takes time and should start in early grades. It also dispels common misconceptions and provides research-based best practices for vocabulary instruction, such as using multiple instructional methods, sequencing related texts, and promoting word consciousness.
Similar to Jill Watson Instructional Approaches that Set SLIFE up to succeed (and are good for everybody else): Structured Oral Interaction and Elders as Fonts of Knowledge, MELEd 2015 (20)
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Jill Watson Instructional Approaches that Set SLIFE up to succeed (and are good for everybody else): Structured Oral Interaction and Elders as Fonts of Knowledge, MELEd 2015
1. Instructional Approaches that
Set SLIFE Up to Succeed
(and are good for everybody else):
Structured Oral Interaction and
Elders as Fonts of Knowledge
Jill A. Watson, Ph.D.
Minnesota English Learner Education Conference
Bloomington, MN
November 6, 2015
2. Agenda
1. Affordances of orality and challenges
for SLIFE in U.S. classrooms
2. RISA Oral Interaction
3. Elders as Fonts of Knowledge
4. Workshop time with the 2 approaches
3. SLIFE: a unique learner profile
Have come of age in an
oral paradigm rather than
a paradigm of literacy.
Cognitive / social maturation in an oral
paradigm brings with it characteristic
orientations to learning and life.
(Akinnaso, 2001; Battiste & Henderson, 2000; Bigelow, 2012; Bigelow & Watson, 2012; Bryce Heath, 1983;
DeCapua & Marshall, 2013; Mosha, 2000; Olson & Torrance, 1991; Ong, 1982; Tarone, Bigelow, & Hansen,
2009; Watson, 2010, 2012)
4. Orality vs. Literacy Continuum: A cognitive,
cultural, & axiological distinction
Literacy-based education Orality-based education
Grounded in sight, phonetic alphabetic
literacy. Much learning is done alone:
reading, writing. Lettered = educated,
intelligent.
Grounded in sound, the oral-aural
dimension. All learning is physically
proximal, face-to-face, premised on
mentoring.
Values definition, precision, abstraction,
categorical thinking, formal syllogistic
reasoning. Discursively sparse, favors
detachment, objectivity, subject / object
split.
Values contexual understanding, lived
experience, practical relevance.
Discourse is additive rather than concisely
subordinative. Empathetic and
participatory.
Knowledge based on referentiability to
written authority and demonstrability via
objective methods.
Knowledge based on authority of elders,
family and kinship relations, lessons of
experience, tradition.
Individualistic: individual performance Collectivistic: the common good
5. Challenges for SLIFE in Western
schooling
Learning based on abstraction, classification, definitional thinking
Learning grounded in literacy activities
Learning from teacher lectures, presentations
Learning without familiar or practical context or relevance
Refraining from oral communication most of the time
Knowing and following the implicit structure of lessons: turn-taking,
hand-raising, note-taking
Individual performance vs. collective work and goals
African proverb: If you want to go fast, go alone. If you want to go
far, go together.
7. The big question:
What instructional approaches CAN
teachers use that set SLIFE up to
succeed rather than fail?
How can we create fertile spaces for
SLIFE learning? (Marshall, 2015)
8. RISA Oral Interaction: Rationale
1. Students learn better if they process information
and learning orally/aurally, not only via reading,
viewing, and writing (Zwiers, 2010; Zwiers & Crawford, 2011).
Stop Googling, Let’s Talk (New York Times, Sept. 26, 2015)
2. Especially true of SLIFE ELs who have come of
age in orality and have rich oral cultural
backgrounds. They MUST process learning
through the oral mode, as a bridge to literacy and
Western academic thinking
(DeCapua & Marshall, 2011, 2013; Watson, 2015).
9. RISA Oral Interaction: Rationale (cont.)
3. Students learning English and the
patterns of Western academic work benefit
enormously from routine instructional
procedures: frees cognitive attention for
engaging with the content and language
objectives (August & Shanahan, 2006).
4. Peer-mediated learning is a top best
practice for ELs (Gersten, Baker, Shanahan, Linan-Thompson, Collins, & Scarcella, 2007).
10. RISA OI: Rationale (cont.)
5. Classroom benefits from structured,
routine instructional strategies
Lesson delivery
Behavior management
6. ELs need more direct oral language
instruction and practice!
11. RISA Oral Interaction: Routine,
Integrated, Structured, Academic
Routine: It’s a part of your regular routine. 3+ times per week.
Integrated: Directly integrated with your content objectives. The
information that students are interacting about comes from the content of
your lesson or unit.
Structured: Give the students a structured template for their interaction.
Not just, “Talk to your partner about ______.”
Academic: This refers to your language objectives, which are directly
linked to your content objectives. The language you are having students
use is academic. It contains both academic vocabulary and academic
structures.
12. Specific Learning Purposes of
RISA-OI
1. Gives students correct models of academic English that
they practice and are assessed on in the oral/aural mode.
Dialogs in foreign language class
Conversation continuance: keep it going
2. Creates a structured, manageable opportunity for oral
practice of specific language objectives: vocabulary and
grammar
3. Increases depth of processing of content objectives
4. Lets teacher know if students have understood content
14. Question: At what point in the unit
would you use RISA Oral Interaction?
Answer: RISA Oral Interaction formats are used as a way
for students to process and practice informatin students
have ALREADY BEEN EXPOSED TO through:
Readings
Presentations
Demonstrations & lab work
Vocabulary work
Field trip or LEA experience
Film, video, pictures, realia
Remember: RISA-OI is NOT used at the very start of a new unit. It works
on depth of processing of information already available to the students.
15. Grouping & Planning
Create 2-person and 3-person options
Plan ahead for absences: what will your system
be?
Vary the RISA-OI partners week to week: elbow
partners, median split, homogenous, same-
language partners, different-language partners,
draw names, etc.
In creating the dialogs, you can differentiate for
different student proficiency levels
16. Three RISA-OI Formats
1. Dialog Skit
2. I have a question…
3. HOTS Dialog
Question to keep in mind: What WIDA level
and academic function is each suited for?
17. 1. Dialog Skit
Suitable for lowest levels.
Teacher creates the dialog based on content &
language objectives, students learn and perform it as
a skit.
Integrate social and academic language.
You can include some cloze items to be filled in from
key vocabulary from the lesson or unit.
Based on reading, class lecture, or other form of
information that students have already learned (eg.
presentation at the start of class, assigned reading,
previous class notes, etc.).
19. Many people help control invasive species
Many groups of people are trying hard to stop bad plants, fish, and insects that
come from other places and hurt species that grow naturally in Minnesota. One of
these groups is called Three Rivers Natural Resource Management (NRM). Some
of the bad invaders are zebra mussels, Eurasian water milfoil, buckthorn, garlic
mustard, emerald ash borer, Asian carp, and gyspy moth.
One problem is, people who use the parks give a ride to the bad species on their
cars, trucks and boats without even knowing it. That’s one way the invaders move
to new places.
It helps a lot to find the invaders early, before they become big. If the invading
species get big and establish themselves, it is very hard to get them out, especially
European buckthorn, black locust and oriental bittersweet. Sometimes NRM and
helpers pull these bad plants up and get them out.
Some bad plants live in water, and catch a ride on people’s boats to get to another
lake or river. Lots of groups are working on teaching people who have boats how
to clean the bad plants off their boats.
If you want to help, contact Three Rivers (NRM). They teach you how to find bad
species and have events where people pull out the bad plants.
Call Three Rivers NRM at 763.694.7840.
20. Launching your RISA-OI Dialog
1. Hang a poster with the dialog on it. Leave it up.
2. Post key vocabulary related to unit and dialog. Work with
cultural liaisons / classroom EAs to connect vocab to L1.
2. Explain the dialog briefly.
3. Model correct, natural pronunciation and prosody of
words and key phrases. Have class choral repeat.
4. You do format with one student, and then another.
5. Have 2 students do for the class. Have 2 more do for the
class.
6. Assign partners.
7. Have all members of the class do with their partner while
you and classroom EAs / cultural liaisons circulate and
support.
21. * Remember to
always post the
key vocabulary for
your lesson / unit
and leave up (not
just on a
powerpoint!)
* Vocabulary
words you post
are typically part
of the missing
cloze words.
22.
23. Example: Level 1-2 Geography unit
on Africa
Content Objective: SWBAT locate and name select
countries in Africa, hemispheres, and cardinal directions
Language Structure Objective: SWBAT use preposition
“of” with directions, the expression “is located in” – as a
statement and a question, using the structure “In which
hemispheres is __________ located?”
Language Vocabulary Objective: SWBAT name select
African countries, all hemispheres, and cardinal
directions
24.
25.
26.
27. Questions
1. How can you implement it so students know
what type of information goes in which blank?
2. What needs to be taught prior to this RISA-OI?
3. What else do you need to make this work?
28. Story Elements
Dialogue example
• ESL class
• WIDA 1 – 2
SLIFE
Vocabulary:
1. characters
2. setting
3. conflict
4. resolution
5. resolved
29. Story Elements Dialogue: WIDA 1 – 2 SLIFE
A: Hello! How are you?
B: I am good, thank you.
A: Great! Can you help me answer my reading questions?
B: Sure. What is your question?
A: What are characters in a story?
B: Characters are _________ or ________in a story.
A: Characters are _________ or ______ in a story. Great!
What is setting?
B: Setting is ________ and __________ a story happens.
A: Setting is ________ and ________ a story happens. Good!
What is the conflict?
B: Conflict is the _______ of the story.
A: Conflict is the _________of the story. Awesome!
What is the resolution?
B: The resolution is how the ________was _________.
.
A: The resolution is how the _______ was ______. Amazing!
Thank you for your help!
B: You’re welcome!
30. 2. “I have a question” format
Similar to dialog skit, but more information is
provided by students
Especially good for sequential processes, or
concepts / things with specific components.
Eg.: how to perform a mathematical
operation or order of operations, describe a
biological process, chronological order of
events, identify the components of
something and their functions.
31. Example: zebra mussels, from
invasive species reading
Content objective: SWBAT describe the process of
movement of the invasive species ‘zebra mussels’
Language objective (structure): SWBAT use First,
Next, Then, Finally, and But to describe the process
Language Objective (vocabulary): SWBAT use
target vocabulary in describing process: establish,
zebra mussels, invasive, species, boat
32.
33. Questions
1. Where would the information come from
that students need to complete the dialog?
2. How can you differentiate for varying
student WIDA levels in the “I have a
question” format?
34. Your turn: Chambers of the heart
lesson for high WIDA 2s and 3s.
Work with a partner or small group and create a dialog
using the “I have a question” format
What could your dialog be about?
Look at the schematic and decide on language and
content objectives for a dialog.
Remember: for language, you should determine a
structure objective and key vocabulary list (select just the
most important words).
36. 3. HOTS Dialog (Higher Order Thinking Skills)
Most advanced ELs (WIDA 3 and up), most flexible format
Infuse this dialog with lots of academic language stems (eg. from
Socratic Seminar, Accountable Talk).
Create a poster of sentence stems for different purposes and
post on the classroom wall (leave up). Choose different stems to
include in the dialog so you cover many different ones over the
year.
Include stems for different functions: asserting a point of view,
agreeing and disagreeing, asking for elaboration, etc. (see
handout)
Teacher can write this or share writing with more advanced
students, especially after they have done a few HOTS Dialogs.
The language structures chosen should be at the instructional
level for the students—challenging, but not overwhelming (i + 1,
ZPD).
Use plenty of theme-rheme structure.
37. Example
Content: SWBAT compare and contrast the
performance of candidates in the Republican
presidential debate
Vocabulary: SWBAT use Republican,
presidential, debate, performance in oral
exchange
Language structure: SWBAT use comparative
language structures and sequence words.
38.
39. Questions
1. What would be the source(s) of
information for students to complete this
dialog?
2. How could you adjust the difficulty level of
this dialog?
3. Which academic language phrases were
modeled in this dialog?
4. Which academic stems and phrases could
be added or given as options?
40. Your turn: Create a HOTS Dialog
1. With a partner or small group, create a RISA HOTS dialog for WIDA
high 3 and up
2. Decide on classroom context: sheltered content, direct ELD, co-taught
content
3. Decide on content connection and theme of dialog: What class is it
part of? What theme does the dialog address? What language and
content bjectives does it practice?
4. Decide on roles: equal difficulty? Or differentiate?
5. Determine degree of student completion: stems? Cloze?
Remember: the part that students fill in should be directly
related to content objectives!
41. Assessment
Assess students every two weeks, or more often.
After launch, give students practice time to prepare for quiz on a daily
or nearly daily basis.
Have partners rehearse dialog for you and cultural liaisons / EAs–
give them feedback to prepare for quiz.
On dialog quiz day, plan quiet work or test, call partners up for dialog
quiz. Teacher, EAs hear and grade the dialog quizzes.
Typically: have both partners do both parts—do one way, then
switch. If there are 3 people in the group, just have them do 2 parts
each.
Alternative: Assign one part to stronger student, one to lower student
(you design dialog for that)
43. Elders as fonts of knowledge (EFK)
Recall: elders and tradition are the primary
sources of knowledge, values, and learning
in oral cultures.
Oromo saying:
You have libraries, we have elders
44. EFK Rationale (cont.)
Oral cultural elders bear important knowledge and wisdom
For SLIFE students
For Western cultures
SLIFE are predisposed to respect elders, listen to them, and look to them
for guidance
Transfixed listening
Behavior & focus support
Culture shock: role of elders in U.S. totally different from home
Causes breakdown, confusion, identity loss
Essential to strengthen intergenerational bonds
45. EFK Rationale (cont.)
Increasing family understanding of U.S.
schools is important
Little or no prior knowledge
Cultural dissonance: family expectations of
school and teachers
Exposure to literacy and Western academic
thinking benefits elders
Often isolated, little connection to American
mainstream culture
46. EFK Rationale (cont.)
Elders are often available
Great opportunity to bridge from storytelling
and narration of oral mode to academic work
47. Considerations
Important to structure how elders are used
Employ a careful design, including roles and
procedures
Communicate just the essential info to elders: what
they will do, what students will do, how long, etc.
Background checks
Important
District may require
Transportation
Often necessary
48. Considerations
Where to find elders?
Families connected with the school
Student families, cultural liaisons
Ethnic community organizations
Interpretors likely needed
Arrange in advance and TRIPLE confirm
Discuss details of task in advance with interpretors
Students, family members, community members
49. Considerations
Connect directly to learning
Not just a fun visit—integrate with theme,
content
Include specific student activities and
assessment
50. EFK Scenario #1
Class: Human Geograph Grade: 7 - 8 Proficiency: adaptable to any level
Unit: Trail of Tears (native Americans displaced to Oregon)
General Objective: compared experience of native Americans with experience of
Hmong people leaving homelands and crossing the Mekong river to refugee camps in
Thailand.
Teacher: preteach concepts and vocabulary
Students prepare questions in advance and ask during elder visit.
Elder role: With interpretor, tell story of his or her family, or in general. Show Paj Ntaub
tapestry. Describe actions of soldiers, what happened to people as they tried to escape.
Describe refugee camp, and journey to U.S.
Students take notes using a rubric with specific areas for comparison
Why they had to make the journey
Who forced them
When it happened
Where they went
What happened along the journey
Students work in groups, discuss. Elder sits with groups, rotating, sharing.
Cumulative project: compare the two journeys using drawings with captions, sentences,
paragraphs. Include L1 terms, eg. Paj Ntaub.
51. EFK Scenario #2
Class: ESL Grade: any Proficiency: adaptable to any level
Unit: Folk literature / oralature with a moral, scary stories
General objective: compare Somali fairy tale of Dagdheer with German tale of Hansel
and Gretel
Teacher: preteach concepts and vocabulary
Students prepare questions in advance and ask during elder visit.
Elder role: With interpretor, tell the tale of Dagdheer. Describe how s/he and Somali
children in general feel about the story, and why s/he thinks parents tell this scary story
about a witch who eats children.
Students take notes, draw pictures using a rubric with specific areas for comparison
What happened in the story: sequence of events
Why the with eats children
Why the children were unprotected
Which part was scariest
What is the moral or lesson of the story
Students work in groups, discuss. Elder sits with groups, rotating, sharing.
Cumulative project: students create a fairy tale with elements of both Dagdheer and
Hansel & Gretel, act out for an audience, including elders from Somalia and America.
52. Your turn: How could you create
an opportunity to use elders as
fonts of knowledge in the
classroom?
Discuss ideas with a partner or small
group.
Share your ideas with the large group
53. Thank you for participating!
Questions?
Comments?
Ideas?
Contact: Jill A. Watson, Ph.D.
watsoneducationalconsulting@gmail.com
www.watsoneducationalconsulting.com