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This document describes an experimental research study that will examine the effects of developing speaking strategies for students with Asperger Syndrome in an English as a Second Language classroom. The study will follow the methodology of a previous thesis on teaching foreign languages to students with Asperger Syndrome. It will involve four 11-14 year old students from Chetumal, Quintana Roo over four weeks. Pre and post-tests will assess vocabulary and speaking skills before and after treatment involving role-plays, speeches, and vocabulary acquisition activities focused on personal interests. The goal is to analyze performance changes and determine if the methods had a positive impact.
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The document provides details from a psychological evaluation of a 41-year-old woman referred for vocational assistance. She has a history of substance abuse, depression, abusive relationships, and suicidal behaviors. Testing showed low average cognitive abilities with relative strengths in word knowledge but weaknesses in abstract reasoning. Personality testing indicated symptoms of depression, anxiety, and difficulties with interpersonal relationships and impulse control. The evaluation assessed her current functioning and provided recommendations to aid in vocational planning.
Methods, approaches ... efl
The document discusses various methods, approaches, procedures and techniques used in teaching English as a foreign language. It defines key terms like approach, method, procedure and technique. It then provides details on specific methods like grammar translation, audio-lingualism, communicative approach, task-based learning, community language learning, the silent way, suggestopedia and total physical response. It also discusses principles of humanistic teaching, the lexical approach, the relationship between methods and culture, and considerations for making choices about what approaches to use.
Unit 4 describing learning and teaching
Children acquire language very easily in their early years, starting with single words and progressing to complete sentences. Language acquisition requires exposure to the language through comprehensible input. When teaching a second language, teachers must provide input that students can understand but not fully reproduce, and create opportunities for students to practice and use the language. Different methods emphasize different approaches, such as focusing on grammar rules, behavioral conditioning, or communicative activities. Successful language learning engages students, encourages independent study, and activates acquired knowledge through personalized activities.
5. Teaching Reading, Speaking & Listening.pdf
This document provides guidance on teaching productive language skills like speaking and writing. It discusses how teachers can focus on all four language systems (vocabulary, grammar, functions, phonology) to help students develop fluency. Speaking is prioritized as it is the skill students most want to develop to communicate when traveling or working. The document outlines the Presentation-Practice-Production (PPP) approach for teaching language skills, with examples for introducing vocabulary, drilling practice, and student production exercises. It also discusses sub-skills like pronunciation, vocabulary, fluency and grammar that teachers can help students improve to develop oral communication abilities. Preparation and choosing engaging topics at the appropriate level are emphasized for effective conversation class planning.
Integrated Speech & Language Therapy
In integrated therapy model,all specialist working in a collaborative manner,a special educator,a educator,a psychologist,a physiotherapist,an occupational therapist and a speech language pathologist.For a rehabilitation of a child there will a team who firstly discussed the whole things and then start the treatment plan.
Building and enhancing new literacy across curriculum 1.pdf
1. The document discusses the differences between acquiring a first language and learning a second language. Acquiring a first language is a subconscious process that happens through exposure to the language from a young age, while learning a second language requires more conscious effort.
2. There are different theories on the best way to teach a second language. Some argue the best approach mirrors how children acquire their first language through comprehensible input. Others believe learning requires conscious attention to the language as well.
3. Good language learners and teachers have certain key characteristics. Good learners try new things, aren't afraid of mistakes, and practice whenever possible. Good teachers consider cultural backgrounds, potential language barriers, and provide scaffolding to support
Lesson planning
The document discusses lesson planning and its importance. It provides guidance on what to include in a lesson plan such as aims, stages of a lesson, procedures, and learning aims. It describes the different stages as warmup, contextualization, vocabulary presentation, language input, controlled practice and freer practice. It emphasizes planning aims, considering student engagement, study and activation, and including objectives, notes and feedback.
Classroom practice & beyond chapter 10
This document discusses features that influence ESP classroom practice and methodology. It explores how ESP teaching differs from EFL due to learners' specialized knowledge and cognitive processes. ESP teachers must acknowledge learners' existing knowledge and adapt their methodology to suit learners' needs. The document also examines how technology, class size, one-on-one tutorials, and integrating other disciplinary methodologies like case studies and projects can be leveraged in ESP. Overall, the document advocates for ESP teachers to act as consultants who harness learners' knowledge and adapt their teaching approach to each unique learning situation.
Strategies
This document provides guidance for teachers on supporting students with various communication disorders and impairments. It discusses common types of speech, language, and hearing issues students may have including articulation problems, autism, and hearing loss. It offers strategies for teachers such as using visual aids, speaking clearly, checking for understanding, and maintaining patience. The document emphasizes treating all students with respect while providing individualized support and accommodations to help students develop their communication skills.
Methods Approaches Filang311 Lesson1 Oct 2008
The document discusses various methods and approaches to teaching English as a foreign language. It describes the Grammar Translation Method, Audio-Lingualism, and the Presentation-Practice-Production approach. It also covers the Communicative Approach, Task-Based Learning, and humanistic methods like Community Language Learning, The Silent Way, Suggestopedia, and Total Physical Response.
Total Physical Response (TPR)
Total Physical Response (TPR) is a language teaching method commmonly used in children and beginners of a language.
Slides;
- What is TPR?
- Approach:
a) Theory of Language.
b) Theory of Learning.
- Design
a) Objective
b) Syllabus
c) T&L Activities.
d) Teacher´s Roles.
e) Material's Roles.
- Procedure:
a) Nature & Characteristics of TPR.
b) Techniques.
c) Featured activity.
- Advantages & Disadvantages of TPR.
- References:
Authors: Miguel Luna, Ruben Romero, Daniela Mercado, Marian Rodriguez, & Lorena Duarte.
3. language acquisition_&_strategies (1)
The document outlines strategies for scaffolding instruction for English language learners (ELLs) at different language proficiency levels, from pre-production to advanced fluency. It recommends using visuals, gestures, modeling, and limiting error correction in the early stages. As proficiency increases, it suggests introducing more academic vocabulary and language structures, having students discuss in pairs or groups, and providing more feedback and correction. The goal is to provide comprehensible input and successful learning experiences for ELLs at each stage of language development.
3. language acquisition_&_strategies (1)
The document outlines strategies for scaffolding instruction for English language learners (ELLs) at different language proficiency levels, from pre-production to advanced fluency. It recommends using visuals, modeling, gestures, and limiting error correction to help beginners. For students at early production and speech emergent levels, it suggests allowing short responses and incorporating familiar topics. As students progress to beginning fluency, strategies include partner work, clarifying questions, and academic vocabulary instruction. The document provides guidance for students at intermediate and advanced fluency as well.
How to present a new piece of language
This document discusses how to effectively present new language to English learners. It recommends grading language by complexity and difficulty, and establishing context through a topic that naturally reflects the language. The Presentation-Practice-Production model is introduced. Effective presentation involves ensuring learners understand context, limiting unexpected language, connecting new language to prior knowledge, maintaining positive relationships, personalizing to student interests, and using lively methods. Presentation can be done through explanation, elicitation from students, or discovery learning. Controlled and free practice should follow presentation before moving to production.
Classroom interaction
Here are some suggestions for activation techniques that would be appropriate for the given teacher objectives:
For objectives a) comprehension check, d) grammar check, and g) new vocabulary, teacher-led questioning techniques like IRF would be suitable to assess understanding.
For objectives b) familiarization with text and e) writing, individual or pair work giving students time to read/write independently with teacher monitoring would allow practice and reduce mistakes.
For objectives c) oral fluency and f) grammar practice, group or pair work with communication tasks that require using the target language skill would promote active use and reinforcement of those skills.
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Method ale
- 1. The effects of the development of speaking strategies with Asperger Syndrome in an ESL classroom. By Ale y Susi
- 2. This experimental research will be a replica based in a previous experimental thesis Enseñanzas de Lenguas Extranjeras Hacia Alumnado con Sindrome de Asperguer (Teaching Foreign language to Asperger Syndrome Students) developed by Miriam Ramos Santos of The university of Valladolid. The author of this experimental research exposed the teaching difficulties that some teachers face when they have a student with this characteristic. Basically, this experimental research is constructed for learning competences in primary education using different varieties of Psychological and Pedagogical theories. These theories are fundamental for an Asperger Student who is
- 3. What is Asperger Syndrome? El síndrome de Asperger o trastorno de Asperger es un conjunto de problemas mentales y conductuales que forma parte de los trastornos del espectro autista. Se diferencia del autismo infantil temprano descrito por Kanner y de otras formas menos específicas en que en el trastorno de Asperger no se observa retraso en el desarrollo del lenguaje, y no existe una perturbación clínicamente significativa en su adquisición. No hay retardo, por ejemplo en la edad en que aparecen las primeras palabras y frases, aunque pueden existir particularidades cualitativas, que llamen la atención, así como una preservación generalizada de la inteligencia.
- 4. Instruments… I will work with and specific Decalogue. This Decalogue has been created specifically to help the teachers who work with Students with Asperger Syndrome. Following this steeps the process of learning will be healthier for the students with this condition. Also I will work with a four-week syllabus. This syllabus will be divided in weeks and will be three sessions per week.
- 5. Decalogue 1. Plan and arrange in sequence every session of the schedule, every activity’s time during the session, etc., and keep the students informed. 2. Foresee the changes that could take place during the students’ routine, from the simplest ones like a subject change or the most complex like the addition of a new substitute teacher. Students must be informed and prepared for any change.
- 6. 3. Provide the students a reasonable limited time to adapt to the changes according to their relevance. 4. Foster communicative situations in the classroom in order to create a pleasant environment for the students. 5. Use a simple and concrete language avoiding metaphors, made-up phrases, ironies, sarcasms, and figurative language generally. Teacher must assure the students understand what he explains.
- 7. 6. Provide the students the necessary time to express themselves; don’t push or cause stress on the students and always respect the space they need. 7. Respect the social communicative space the students require, allowing them to work individually. Introduce the teamwork as long as they augment their interaction and communication among them.
- 8. 8. Teacher must facilitate knowledge, resources, strategies, tools, as well as the support the students could ever need. 9. The students must be the ones to decide what are going to be the topics they will work on during the second language class since the teacher is interested on the concrete use of this language. 10. It is essential to keep monitoring the student since not only the teaching-learning procedure is being assessed but also the communication and social interaction progress is being evaluated.
- 9. Participants… In this experiment I will work with four students form Chetumal, Quintana Roo, who had diagnosed with Asperger Syndrome for four weeks. The range of age will be between 11–14 year-old students. The first objective before to start this experiment is found the participants. Nevertheless, I will need a previous authorization for their parents or tutors. This authorization will be a specific letter explaining in a clearly way the objective of this experiment research. Also, specify that the treatment would not have any repercussions in their learning process.
- 10. Analyzing Data. Pre-test: Before to start the treatment, the students will have a Pre-Test based on Yes-No Test Vocabulary created by Paul Meara. Also at the beginning of the treatment the student will have and easy speaking test. Treatment: the treatment will be based on Speaking and Receptive vocabulary activities. These will base in role- plays, speech and acquisition of new vocabulary related on topics about their personal interest. Post-Test: Will be the same as the Pre-Test to know of the participants acquired a new level of vocabulary and speaking. After that we need to analyze the performance of the student on the Pre-Test and the performance of the student on the Post-Test. That will help us to know if our method would have a positive result.