1. Classmanagement Ms. Vicky treviño August, 2011 LEARNERSCHAPTER I

2. REASONS FOR LEARNING A NEW LANGUAGE Movinginto a target languagecommunity. Tooperatesuccessfullywithinthatcommunity

3. REASONS… EAP = Englishforacademicpurposes. ESP = Englishfor a specificpurposeorspecialpurposes. Legal, tourism, banking, nursinglanguage. Business English

4. REASONS Itwillbeuseful in internationalcommunication and travel. GENERAL ENGLISH

5. DIFFERENT CONTEXTS FOR LEARNING EFL = English as a foreignlanguage Use Englishwhen travelling orcommunicatingwithotherpeoplefromwhatever country.

6. CONTEXTS ESL = English as a secondlanguage People living in the target languagecommunity, e.g. Scottish English, southernEnglishfromEngland, AustralianEnglish, TexanEnglish, etc.

7. CONTEXTS ESOL = EnglishforSpeakers of OtherLanguages Forinternationalcommunication.

8. SCHOOLS AND LANGUAGE SCHOOLS Schools as part of thecurriculum, informationtechnology (IT). Languageschools = smallclass, studentschoosetostudy. Motivation.

9. LARGE CLASSES AND ONE-TO-ONE TEACHING Preference

10. WORK Thesizeaffectshowweteach. Pairworkorgrupwork Largeclasses = more interaction One-to-one = specificneeds

11. IN-SCHOOL AND IN-COMPANY In-school: conformto syllabus. In-company: teachernegotiateclasscontentwithstudents and company.

12. REAL AND VIRTUAL LEARNING ENVIRONMENT Real = traditional. Virtual = internet Motivation

13. LEARNER DIFFERENCES Age Children: 2 to 14 Veryyounglearners: 2 to 5 Young learners: 5 to 9 Adolescence: 12 to 17 Young adults: 16 to 20 Adults: 21 --

14. CHILDREN Don’tfocus. Takeinformationallaround. Kinesthetic Short attentionspam Lesseffectivetolearngrammar rules. Respondwellto individual teacherattention. Pleasedtoreceiveteacher’sapproval. Remarkablefacilitytobecomecompetentspeakers. Forgetlanguageseasily.

15. ADOLESCENTS Greatercapacityforabstractthought. Intellects are kicking in. Enormouspotentialforcreativethought. Passionatecommitmenttothingswhichintereststhem. Searchforidentity Needforself-esteem. Peer groupratherthanteacherapproval.

16. ADULTS Widerrange of experiences More disciplined Responsible Have a clearunderstanding of whythey are learningthings. Iftheyhadnegativelearningexperiences = nervous Strongviewsaboutteachingmethods

17. TEACHING STRATEGIES Youngerchildren: games, songs, puzzles. Adolescents: peer groupactivities, theirchoice of topics. Adults: inspiringconfidence and cooperation

18. LEARNING STYLES Neuro-LinguisticProgramming (NLP) Students are influencedby visual stimuli. See = remember

19. LEARNING STYLES Otherlearners, are affectedbyauditory input.

20. LEARNING STYLES Kinesthetic: physicalactivity

21. HOWARD GARDNER MULTIPLE INTELLIGENCES

22. In anyclassroomwehave a number of differentindividualswithdifferentlearningstyles and preferences. Homeworkisgoodforeveryone Reading forpleasure as well. Whatisyourlearningstyle? http://www.personal.psu.edu/bxb11/LSI/LSI.htm

23. LEVELS Threebasicdistinctions Beginner: don’tknowthelanguage. Successorfailureiseasytosee. Stressfulforadults. Intermediate: havecertainknowledge of thelanguage. Successislessobvioussincetheyhavealreadyachieved a lot= plateaueffect Advanced: communicatesfluently. Stilldanger of theplateaueffect. Developappropriacy = usingtherightlanguage in therightsituation. Orconnotation= wordswith a negativeor positive tinge. And inference = readingbehindthewords.

24. LEVELS False beginners: actuallyknowthelanguage, justneedsactivation. Elementary: communicate in a basicway. Pre-intermediate: havenotyetachievedintermediatecompetence. Upper-intermediate: havethecompetence of intermediate plus an extended knowledge of grammaticalconstruction and skill use.

25. ALTE Association of LangugeTesters of Europe Languagecompetencylevelsforthelearners of a differentlanguage.

26. ALTE CommonEuropean Framework Students ‘can do’ at variouslevels Rangingfrom A1: beginners, false beginners and elementary A2 pre intermediate B1 intermediate B2 intermediatetoupperintermediate C1 upperintermediate C2 advanced

27. CAN DO – A1 Complete basicforms Write notes Time Dates Places

28. A2 Complete forms Write short simple letters Personal information

29. B1 Writeletters Make notes on familiar orpredictablematters

30. B2 Take notes Write a letterincluding non-standardquestions Ex."But what if you already know the explanation to that question?"

31. C1 Prepare a draft Professional correspondence Takereasonablyaccurate notes Writeanessay Show anhabilitytocommunicate

32. C2 Writelettersonanysubject Full notes of meetings Goodexpression Accuracy

33. EDUCATIONAL AND CULTURAL BACKGROUND Homeswhereeducationishighlyvalued. Parental help. Lesssupportivebackground. No backupisoffered Learningby rote Memorizing Learningbydoing Projects and experiments Multilingualclasses Differentmothertongues

34. MOTIVATION Thedesiretolearnorachievesomething. Extrinsicmotivation= fromtheoutside. Intrinsicmotivation =fromwithinthe individual orinsidetheclassroom. Sustainingmotivation Appropriatelevel of challenge Affect = howthestudentsfeelaboutlearning. Agency = studentstakingresponsibilityforthemselves. Be thedoer in theclass. Encouragingwords and deeds: support and guidance

35. RESPONSIBILITY FOR THE LEARNING Learnerautonomy Graduallyextendthestudent’s role in learning Monolinguallearners’sdictionary Self-access center Resourceson line tovisit.

36. HOMEWORK Complete thelearningstyle test in thefollowing link: http://www.personal.psu.edu/bxb11/LSI/LSI.htm Researchabout DIFFERENTIATED CLASSROOM Whatisit? What are otherlearnerdifferences? Howshouldtheybemanaged? Write a summaryincludingthesourceorreferences.