The document discusses strategies for teaching English to young learners (TEYL). It begins by outlining 10 truths of TEYL, including differences between lower and upper primary students and the distinction between social language and cognitive academic language. The document then discusses cognitive, emotional, and social differences between child learners and young learners. It proposes using reflective tools like the L.E.G.O. model and Critical Interaction Moments to help overcome constraints in the language learning ecology. The document concludes by emphasizing that educators must consider students' needs and constraints above rigid pedagogy.
This document, part of NYU's Partnership for Teacher Excellence Curriculum Development Project, provides an overview of the needs of English Language Learners and types programs for these students in New York City.
This document, part of NYU's Partnership for Teacher Excellence Curriculum Development Project, provides an overview of the needs of English Language Learners and types programs for these students in New York City.
An overview of the stages of Second Language and the social and academic challenges that English Language Learners and their teachers must face together.
Addressing the Cultural Dissonance of ELLs with Limited Formal EducationHelaine W. Marshall
We identify salient cultural differences between individualistic and collectivistic cultures. Within this context, we examine the priorities of North American mainstream educators and those of ELLs with limited or interrupted schooling and consider how educators can establish pathways to culturally new ways of learning for this subpopulation of ELLs.
ELLs with Limited or Interrupted Formal Education: Six Criteria For SuccessHelaine W. Marshall
We have developed six criteria for designing classroom activities to promote the language acquisition, content-knowledge development, literacy skills, and critical thinking skills of limited formally schooled ELLs. We demonstrate how to use these criteria and provide a checklist for teachers to use in preparing their own materials.
Student language learning needs in red dirt communitiesNinti_One
On 29 September 2015, Samantha Disbray presented to the Northern Institute People*Policy*Place 2015 Seminar Series on the topic of the language learning needs that students in red dirt communities have.
Translanguaging in self-access language advising: Informing language policy
Presenters: John Adamson and Naoki Fujimoto-Adamson, University of Niigata Prefecture, Japan
This presentation investigates talk between language advisors and students in a university self access learning center in Japan and how it informs language policy in the center. Its initial ‘English-only’ language policy has shifted to one in which “translanguaging” (Creese & Blackledge, 2010, p. 105) between Japanese and English now predominates in advisory sessions. Qualitative data from advisory sessions, mentor interviews and student questionnaires reveal that translanguaging encourages “local, pragmatic coping tactics” (Lin, 2005, p. 46) and that the mentors’ strategic code-switching presents them as plurilingual “near peer role models” (Murphey, 1996) among students. Despite these positive findings, data also reveals that some students want mentors to enforce monolingual language rules, and others may feel “guilt” (Setati et al, 2002, p.147) when using Japanese. Conclusions imply that the translanguaging of self-access center advisory sessions is helping to create a valid alternative to the ‘English only’ policy commonly seen in classrooms.
NYU's Partnership for Teacher Excellence Curriculum Development Project created this module to offer strategies and methods for content area teachers to better serve ELL students within their classrooms.
Who is a heritage speaker?
Student who is a native speaker.
Is fluent speaking but not literate (does not know how to read and write in the target language).
Confused about cultural inheritance.
Defensive mechanism: wants to show he knows more language than the teacher.
Usually has a negative attitude towards class.
Cascading Towards Implementing Learning Strategies- A Recipe for SuccessNettie Boivin
TEFL students face socio-cultural and cognitive development constraints effecting second language acquisition. The basis for the workshop is an eight-week project conducted in a TEFL setting (small Japanese Embassy school) in the Middle East. Findings from the research identified a link between the factors of performance in front of the ethnic community, ownership and co-construction of the task, relevance age appropriateness of the task in increasing language learning motivation. The content of the workshop dealt with differences between lower and upper primary, implementation of learning strategies, learning styles, cultural identity, deconstruction of games and activities based on cognitive variance and multimodal lesson design. Moreover, consciousness was raised regarding issues such as; difference between proficiency level and developmental level, types of language skills and when to implement them in the lesson and group dynamics.
Linguistically Responsive Teaching: Strategies to Support International Stude...LearningandTeaching
Margot Volem, M.Ed., Student Success Manager at the Global Student Success Program, presents key theories in second language acquisition research (SLA). Full of vivid examples, Margot brings SLA theories to life, and discusses the limitations of some theories, while highlighting how other theories shed light on complex processes that go on when multilingual learners learn content in a new language. The lecture connects theories to concrete best practices in the classroom, to paint a comprehensive picture of how theory connects to practice.
Ace Intercultural Dimensions Of Task Based Learning For Authentic CommunicationDavid Brooks
Rationale Part I: A paper presented at ACE 2009, the inaugural conference of the Asian Conference on Education in Osaka (Ramada Hotel), Oct 24-25, 2009 by David L. Brooks, Associate Professor, English (Foreign Language Dept), Kitasato University, Sagamihara, Japan
An overview of the stages of Second Language and the social and academic challenges that English Language Learners and their teachers must face together.
Addressing the Cultural Dissonance of ELLs with Limited Formal EducationHelaine W. Marshall
We identify salient cultural differences between individualistic and collectivistic cultures. Within this context, we examine the priorities of North American mainstream educators and those of ELLs with limited or interrupted schooling and consider how educators can establish pathways to culturally new ways of learning for this subpopulation of ELLs.
ELLs with Limited or Interrupted Formal Education: Six Criteria For SuccessHelaine W. Marshall
We have developed six criteria for designing classroom activities to promote the language acquisition, content-knowledge development, literacy skills, and critical thinking skills of limited formally schooled ELLs. We demonstrate how to use these criteria and provide a checklist for teachers to use in preparing their own materials.
Student language learning needs in red dirt communitiesNinti_One
On 29 September 2015, Samantha Disbray presented to the Northern Institute People*Policy*Place 2015 Seminar Series on the topic of the language learning needs that students in red dirt communities have.
Translanguaging in self-access language advising: Informing language policy
Presenters: John Adamson and Naoki Fujimoto-Adamson, University of Niigata Prefecture, Japan
This presentation investigates talk between language advisors and students in a university self access learning center in Japan and how it informs language policy in the center. Its initial ‘English-only’ language policy has shifted to one in which “translanguaging” (Creese & Blackledge, 2010, p. 105) between Japanese and English now predominates in advisory sessions. Qualitative data from advisory sessions, mentor interviews and student questionnaires reveal that translanguaging encourages “local, pragmatic coping tactics” (Lin, 2005, p. 46) and that the mentors’ strategic code-switching presents them as plurilingual “near peer role models” (Murphey, 1996) among students. Despite these positive findings, data also reveals that some students want mentors to enforce monolingual language rules, and others may feel “guilt” (Setati et al, 2002, p.147) when using Japanese. Conclusions imply that the translanguaging of self-access center advisory sessions is helping to create a valid alternative to the ‘English only’ policy commonly seen in classrooms.
NYU's Partnership for Teacher Excellence Curriculum Development Project created this module to offer strategies and methods for content area teachers to better serve ELL students within their classrooms.
Who is a heritage speaker?
Student who is a native speaker.
Is fluent speaking but not literate (does not know how to read and write in the target language).
Confused about cultural inheritance.
Defensive mechanism: wants to show he knows more language than the teacher.
Usually has a negative attitude towards class.
Cascading Towards Implementing Learning Strategies- A Recipe for SuccessNettie Boivin
TEFL students face socio-cultural and cognitive development constraints effecting second language acquisition. The basis for the workshop is an eight-week project conducted in a TEFL setting (small Japanese Embassy school) in the Middle East. Findings from the research identified a link between the factors of performance in front of the ethnic community, ownership and co-construction of the task, relevance age appropriateness of the task in increasing language learning motivation. The content of the workshop dealt with differences between lower and upper primary, implementation of learning strategies, learning styles, cultural identity, deconstruction of games and activities based on cognitive variance and multimodal lesson design. Moreover, consciousness was raised regarding issues such as; difference between proficiency level and developmental level, types of language skills and when to implement them in the lesson and group dynamics.
Linguistically Responsive Teaching: Strategies to Support International Stude...LearningandTeaching
Margot Volem, M.Ed., Student Success Manager at the Global Student Success Program, presents key theories in second language acquisition research (SLA). Full of vivid examples, Margot brings SLA theories to life, and discusses the limitations of some theories, while highlighting how other theories shed light on complex processes that go on when multilingual learners learn content in a new language. The lecture connects theories to concrete best practices in the classroom, to paint a comprehensive picture of how theory connects to practice.
Ace Intercultural Dimensions Of Task Based Learning For Authentic CommunicationDavid Brooks
Rationale Part I: A paper presented at ACE 2009, the inaugural conference of the Asian Conference on Education in Osaka (Ramada Hotel), Oct 24-25, 2009 by David L. Brooks, Associate Professor, English (Foreign Language Dept), Kitasato University, Sagamihara, Japan
Critical Language Awareness commonly described CLA is a prerequisite technique to Critical Discourse Analysis. CLA is primarily an understanding that makes us competent socially, politically, ideologically and among various discourses and contexts of different linguistic variations.
Hi There, please kindly use my PPT for powering your learning, please let me know if you want to discuss more. Email : silviananda.putrierito@gmail.com
Morphemes, Cognates, & Vocabulary: A Governor's Teacher Network StudyKenneth McKee
Leverage morphological and cognate knowledge to
improve Tier 2 vocabulary, a significant barrier for
English Language Learners' success. An instructional
framework and multiple strategies will be featured
in this Governor's Teacher Network session.
19. Learning Strategies What types of learning strategies (LS) are there? Working to create materials to suit each type. Which best suit what age?
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Editor's Notes
BEFORE I reveal the 10 truths does anyone have an idea what might be an important truth??
2 ASSUMPTIONS I will admit to 1) that the classroom will be somewhat communicative and 2) The classroom will be learner centered. WHAT is social language? What is CALP ? There are 4 types of engagement- Brian Tomlinson talks about kinaesthetic, cognitive, emotional and social engagement of a class or task. TALK about social language Talk about Tomlinson's 4 kinds of engagement
-TALK about upper primary needing a worthwhile task not just a fun task- What is the difference between motivation for the child learner and the upper primary learner? Talk about the various layering ways to help the child notice- how can you affect noticing What kinds of modelling should and can be employed in a classroom. enable or constrain the learning process -means for language acquisition . - are effective in facilitating language learning
SBI must become explicit and labelled as they transfer from CL to YL -Strategies are culturally bound _Rote learning is a cultural way of learning that shouldn't be excluded -literacy reading and writing has 2 levels the discrete phonological level and the decontextual culturally bound level -Both are needed for understanding. Some YL excel at one and must work at the other. Learning styles are also culturally bound. The cultural how tos ORAL learning etc is important to understand-talk about the INNUIT situation Talk about Thai’s learning as tied to cultural strategies in reading
Lesson has 10 students mixed gender, it is a TEFL class therefore the lesson is integrated not just one skill. The topic is either shopping, daily activities or family. Both adult and child class are beginners.
Puckett & Black (2000) standards, until around the age of the YL (8-11). The concepts of knowledge types of language required for literacy and environmental print speaks of the deficiencies that must be overcome for the TEYL/EFL YL (8-11 years old) (Hudelson, 2006). I will not talk to a group of teachers regarding the differences in cognitive and social processing between upper and lower primary however I will point out a few materials that I have seen on the market and lets work to see a) what age group/grade level they would best serve and what would be best altered to have them conform to parameters for either upper or lower primary. -cannot occur
They can be viewed separately and as integrated. The emotional level must be meta-cognitively assessed as well as the cognitive development. ****At the lower primary these are developing. However at the upper primary these have developed and a 4 th type- metacognition is emerging!!
produce accurate estimates of memory span, produce organizational strategies for memory, and appreciate concepts of logical necessity. These are cognitive developments that enable the student to process academic language components such as; problem solving, meta-cognition, literacy, and enable the student to access language that becomes more content-reduced, a developmental feature which is especially important in the EFL language setting, which is more socio-culturally embedded.
This developmental path is parallel by the curricular path, whereby they move they move into upper primary school and transition into academic knowledge (Halliday, 1993). Socialization for the YL expands from peer experiential learning to group and external factors in aiding the learning process.
Also CLs have little understanding or acceptance of outside ideas. McKay (2006) points out that “children are also growing socially and emotionally as they are learning language in their elementary school years. They are gradually developing from a main interest in self towards greater social awareness” (p.8). , due to their gain in sophistication in peer and outside relations, , aged 6-7, while they Social conventions and pragmatics often involve learning subtle nuanced messages from parents or teachers.
-Social language refers to the language that students need for daily communication in a social setting -paralinguistic features such as tone of voice, gestures, in face-to-face interaction as kinds of contextual messages The younger primary (CL) students’ world exists of teachers instructing through modeling, scaffolding, tone of voice, puppets, visual aids, etc. whereas upper primary (YL) face tasks requiring higher order thinking skills, abstract concepts, and more analysis is expected of them As the students begins to become more independent in their literacy skills language learning alters.
Puckett & Black (2000) standards, until around the age of the YL (8-11). The concepts of knowledge types of language required for literacy and environmental print speaks of the deficiencies that must be overcome for the TEYL/EFL YL (8-11 years old) (Hudelson, 2006). I will not talk to a group of teachers regarding the differences in cognitive and social processing between upper and lower primary however I will point out a few materials that I have seen on the market and lets work to see a) what age group/grade level they would best serve and what would be best altered to have them conform to parameters for either upper or lower primary. -cannot occur
TALK about how to access and problem solve from cl to yl using strategies. Break down into components, explain each section, Discuss the steps of guessing the topic, relating it to personal experience, making predictions, using context to make inferences about the meaning. - vocabulary, grammar, culturally-encoded story structure, morality, paralinguistics, and intonation Taking simple material for example a story. Have 2 groups create a step by step series of materials (jigsaw- -have various materials that the groups will be asked to get from another group to finish a material design. Ask the group to present which it is for CL or Yl and why). What strategies do the materials practice and enable students to attain? Later as a large group we will change both materials to be able to suit a different age group
Children can do think-alouds, upper primary better than lower primary Chamot & El-Dinary (1999, p.331) “ students as young as grade 1 were often able to describe their thinking in rich detail” -which comes last? Why? Gu, Hu, & Zhang (2005): yes, but need intensive probing and immediate clarifications
vocabulary, grammar, culturally-encoded story structure, morality, paralinguistics, and intonation Taking simple material for example a story. Have 2 groups create a step by step series of materials (jigsaw- -have various materials that the groups will be asked to get from another group to finish a material design. Ask the group to present which it is for CL or Yl and why). What strategies do the materials practice and enable students to attain? Later as a large group we will change both materials to be able to suit a different age group
More visual aids and puppets with cl whereas yl have ability to read alittle. They need contextual help as language alters. For example “I do so like green eggs and ham” is tied to the literal meaning of the words. However, “I flung myself on the sofa and collapsed into a ball” can be confusing as how does one throw oneself onto the sofa. The meaning is the person quickly sat on the sofa and sat due to tiredness.
SHOW example by reading aloud and brainstorming asking questions- REMEMBER not all strategies can be accessed at all the ages. So careful when introducing them. HOW to introduce them is key.
What is LEGO
Even though not all aspects of the language ecology can be altered with reflection then the road bumps can be avoided.
Hand out tools. Have teachers in instruct how each is to be used. In separate groups have the 4 groups assess and analyse the tools. Give feedback and get them to fill in a questionnaire.