Language ego 2
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This document discusses language ego and learning a second language. It defines language ego as developing a new way of thinking, feeling, and acting when learning a second language. Learning a new language can have side effects like fragility when making mistakes and feeling silly. The document provides applications for teachers, such as supporting students and determining appropriate techniques. It also discusses letting go of your native language identity and making space for your new language identity when learning a second language. The conclusion is that learning a new language is an adventure that allows you to form a new identity and explore new parts of yourself.
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This document provides useful tips for language assistants in their first few days in Andalucía, Spain. It advises them to familiarize themselves with resources like the website for language assistants, know their bilingual coordinator and ask teachers for help. The tips suggest having a positive attitude, preparing for paperwork like getting an ID card and bank account, finding housing and getting to know the school staff, students and neighborhood. Finally, it encourages language assistants to ask questions and build a support network during their transition and stay.
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This presentation will outline the rationale and principles underlying the balanced literacy approach. This approach ensures that schools provide children with daily opportunities to engage in four key areas of literacy learning: guided reading for vocabulary and language comprehension skills, word instruction for phonics and sight word skills, self-directed reading for learning to choose books and read for pleasure, and writing instruction for targeting written language skills. All of these are critical for children with disabilities to develop conventional reading and writing skills. Specific strategies and adaptations will be outlined. Multi-level activities, which can be implemented with all students in a classroom, will be highlighted, as will ideas for older students who are beginning readers. The authors will discuss their recent experiences with school-wide model literacy programs. All students, regardless of their abilities, have the right to an opportunity to learn to read and write. This presentation will demonstrate how you and your school can make that happen.
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The document provides guidance for teachers on developing students' oral language skills through carefully planned classroom interactions where English is the sole language used, and the teacher acts as a language model, guide, helper and ally by creating a comfortable environment and adjusting their language based on students' needs and abilities. It emphasizes acquiring functional language through natural language use, language routines, building up and breaking down vocabulary, and providing multiple opportunities for practice.
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Pair and Groupwork
This document discusses the benefits of using pair and groupwork in language classrooms. It outlines that pair and groupwork allows students to speak more, improve their speaking skills, and learn through interaction similar to real life. Compared to traditional teacher-centered methods, pair and groupwork encourages student-initiated exchanges and peer feedback. The document provides tips for implementing pair and groupwork, such as choosing easy initial activities, ensuring students have the needed vocabulary, and providing regular feedback. It also gives examples of everyday pair and groupwork activities to familiarize students, such as discussing questions together, doing homework as a pair, and testing each other.
PAIR AND GROUPWORK
Pair and group work provides benefits over traditional classroom teaching by allowing students more opportunities to speak actively and freely with each other. It encourages natural language use through interactions like hesitation and unfinished sentences. Students can learn from each other in a lower pressure environment compared to performing alone in front of the whole class. The teacher's role shifts to facilitating student-led exchanges and providing individualized feedback. Effective pair work involves choosing manageable speaking activities, ensuring students have the needed vocabulary, selecting appropriate groupings, and providing regular praise and feedback to students. Sample daily activities include discussing questions together, doing homework as a pair, brainstorming answers before an activity, testing each other, and rehearsing together.
Ensenianza en la_educacion_primaria
This document discusses the benefits of pair and group work in language classrooms. It argues that pair and group work (1) allows students more opportunities to speak, (2) improves speaking skills through natural interactions, and (3) encourages a collaborative learning environment. It then compares traditional teacher-centered instruction to pair and group work, noting that pair and group work shifts the focus from accuracy to fluency and gives students more autonomy over their learning. Finally, it provides tips for implementing effective pair and group work, such as choosing manageable activities, providing necessary vocabulary, and giving regular feedback.
Ensenianza en la_educacion_primaria
This document discusses the benefits of pair and group work in language classrooms. It argues that pair and group work (1) allows students more opportunities to speak, (2) improves speaking skills through natural interactions, and (3) creates a more communal learning environment. It then compares traditional teacher-centered instruction to pair and group work, noting that the latter focuses more on fluency, gives students more autonomy, and allows the teacher to provide more individualized support. Finally, it provides tips for implementing pair and group work, such as choosing easy activities, preparing necessary language, providing feedback, and using everyday activities to familiarize students.
Teaching at Primary School
This document discusses the benefits of pair and group work in language learning classrooms. It outlines that pair and group work allows students to speak more, improve their speaking skills, and interact in a more natural way similar to real life. It encourages collaboration and individualized learning. The document then compares traditional classroom teaching to pair and group work, noting that pair and group work allows students to initiate their own exchanges, focus more on fluency than accuracy, and gives the teacher more flexibility. Finally, it provides suggestions for implementing effective pair and group work, such as choosing easy activities, preparing necessary language, providing feedback, and giving examples of everyday pair and group activities.
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- 1. Language Ego Capt. Abdulmalek Maj. Majed
- 3. Definition • Learn ,use , a second language • Developing a new mode of - Thinking - Feeling - Acting , a second Warm and fuzzy
- 4. “Side Effects” * Fragility -Native Language Ego - Resistant to Attack * Silly While making mistakes
- 5. Applications
- 6. Teacher’s Role • Support students ( compensate) • Adults straggling , acquisition , stupid new identity , warm and fuzzy ,patience • Sequence techniques challenging overwhelming • Determine these : who, when , how much , how tough
- 7. Have fun with your new language personality
- 8. Let go of who you are in native language • Identity is not solid • New country ,new culture (THIS IS NOT AN EASY TASK) • Language learning (incredible experience ) • Force , face new parts of your self
- 9. Make space for who you are in your second language • Space , new language identity • Explore , English , find (why English is unique) • Things can not be expressed by native language • Unique phrases , friends , new language • Allow , create a new identity around it
- 10. Culture through language • Local phrases • Matters to the new people in the culture • Create, a vocabulary , an identity ,a unique combination of your new location and you • (Rich experience ) • Does the old you really belong in this new place
- 11. Human connections are deeper than words • Friendliness , only , expressed , verbally • Gestures ,eye contact , enthusiasm , interest) • Perhaps ,more intense , even more fulfilling sometimes
- 12. Accept the present moment a difficult situation - breathe - accept the situation - make commitment to keep improving - the worst situation , the best motivator
- 13. Recognize the temporary nature of your problem ,look at the big picture • Taking risk , a new language • If not , something else (You can’t learn it without taking risk) • bad language , forever • better , long run • remember , these moments , anxiety , fondness • “wow” doesn’t feel good , “wow" a little uncomfortable now , stronger person , later
- 14. Conclusion • Learning a new language is an adventure • Be prepared to form a new language learning identity • It doesn’t have to be a negative thing • Take the advantage of the experience ,explore new parts of your self • Stretch your limits