Myth bustersscaffolding
•Download as PPTX, PDF•
0 likes•193 views
This document provides statements about scaffolding to determine if they are facts or myths. It discusses four statements and provides the answers. Statement 1 is identified as a fact, describing scaffolding as temporary supportive frameworks adjusted to students' developmental needs. Statement 2 is identified as a myth, suggesting scaffolding means reducing rigor and increasing vocabulary instruction. Statement 3 is identified as a fact, giving examples of planned scaffolding like modeling, graphic organizers, and language frames. Statement 4 is identified as a myth, clarifying that just-in-time scaffolding stems from planned scaffolds to help students extend their learning. The document encourages reviewing more information on scaffolding and taking a related quiz.
Report
Share
Report
Share
Recommended
Mythbusters: Scaffolding
This document discusses scaffolding for English learners and presents 4 statements to determine if they are facts or myths. It provides answers and additional context for each statement. Statement 1 defines scaffolding as temporary supportive frameworks adjusted for students' developmental needs. Statement 2 says scaffolding does not mean reducing rigor or only increasing vocabulary instruction. Statement 3 lists examples of planned scaffolding strategies. Statement 4 clarifies that just-in-time scaffolding stems from planned scaffolds to help students extend their learning. The document encourages reviewing more information on scaffolding and taking a related quiz.
Gross u11a3
This document analyzes the transfer process from a student's native language (L1) to their second language (L2). It discusses differences between language development in L1 versus L2. Errors made in L2 development are similar to those in L1 acquisition. The student's cognitive development influences how they process information and can impact their ability to acquire skills like verb tenses. Teachers should use instructional strategies that connect L1 and L2, such as showing similarities between Spanish and English prefixes/suffixes. A variety of assessments and support for literacy and culture can help ELL students transfer skills from L1 to L2.
Differences between l1 & l2 learning
There are key differences between learning a first language (L1) and learning a second language (L2). L1 learning starts from birth and develops along with cognition through intrinsic motivation and exposure, while L2 learning often begins in primary school and can be affected by past learning experiences and varying levels of motivation. The content and methods of L1 learning involve learning language through chunks by exposure and interaction with praise and encouragement, whereas L2 is often taught through language items and structures with more limited opportunities and simplified input.
Comprehensible input theory 1
This document discusses Stephen Krashen's Comprehensible Input Theory. Krashen believes that language is acquired through understanding messages that are a bit beyond one's current level. The input should be comprehensible, using context clues and visual aids. Teachers can provide materials at students' current level plus new vocabulary and structures. Examples given are intermediate students reading informal articles or watching videos using new words in natural conversations. The theory helps students learn through challenging but understandable input and helps teachers measure student progress.
Research based techniques for teaching ell learners
This document summarizes research on effective techniques for teaching English language learners. It discusses five strategies: 1) vocabulary development using flashcards with images, translations, and related words; 2) using word walls in English and Spanish to target literacy and content skills; 3) using a mixture of direct instruction and hands-on learning; 4) providing opportunities for oral language practice through modeled talk; and 5) incorporating parental involvement through home visits to build trust and cultural understanding. The document analyzes several research articles on topics like second language vocabulary instruction and reviews theories like Vygotsky's socio-cultural theory that language is best acquired in meaningful contexts.
BRIDGING PROCESS
This document discusses two types of transitions in bilingual education programs: early exit and late exit. It also outlines how multilingual education programs can help students build a strong educational foundation by developing oral fluency in their first language and introducing reading and writing in both their first and second languages. These programs help students build capacity to communicate and learn in their first language and become fluent in their second language for everyday use and academics.
Week 3 esl slide share march 11th 2011
The document discusses qualifications and instructional requirements for ESL students and programs. It notes that ESL programs aim to help students improve their understanding of subjects through English. Students are typically placed in separate ESL classrooms with specifically trained teachers if there are fewer than 20 students with the same native language. Qualification for ESL classes requires an English proficiency assessment. Effective instruction includes using visual aids, modeling assignments, and focusing on reading comprehension rather than just pronunciation when reading aloud. Texas teachers must pass an ESL certification test to demonstrate their knowledge and skills for working with ESL students.
presentation on error and mistake
1. The document analyzes common errors made by Bangladeshi SSC students in writing English, collecting 513 student samples.
2. It finds that students most often make mistakes with tense, prepositions, articles, and verbs. Bangla medium students struggle more with these areas compared to English medium students.
3. The document recommends students focus on grammar rules, vocabulary, and communicative language teaching to improve their English writing abilities and reduce errors.
Recommended
Mythbusters: Scaffolding
This document discusses scaffolding for English learners and presents 4 statements to determine if they are facts or myths. It provides answers and additional context for each statement. Statement 1 defines scaffolding as temporary supportive frameworks adjusted for students' developmental needs. Statement 2 says scaffolding does not mean reducing rigor or only increasing vocabulary instruction. Statement 3 lists examples of planned scaffolding strategies. Statement 4 clarifies that just-in-time scaffolding stems from planned scaffolds to help students extend their learning. The document encourages reviewing more information on scaffolding and taking a related quiz.
Gross u11a3
This document analyzes the transfer process from a student's native language (L1) to their second language (L2). It discusses differences between language development in L1 versus L2. Errors made in L2 development are similar to those in L1 acquisition. The student's cognitive development influences how they process information and can impact their ability to acquire skills like verb tenses. Teachers should use instructional strategies that connect L1 and L2, such as showing similarities between Spanish and English prefixes/suffixes. A variety of assessments and support for literacy and culture can help ELL students transfer skills from L1 to L2.
Differences between l1 & l2 learning
There are key differences between learning a first language (L1) and learning a second language (L2). L1 learning starts from birth and develops along with cognition through intrinsic motivation and exposure, while L2 learning often begins in primary school and can be affected by past learning experiences and varying levels of motivation. The content and methods of L1 learning involve learning language through chunks by exposure and interaction with praise and encouragement, whereas L2 is often taught through language items and structures with more limited opportunities and simplified input.
Comprehensible input theory 1
This document discusses Stephen Krashen's Comprehensible Input Theory. Krashen believes that language is acquired through understanding messages that are a bit beyond one's current level. The input should be comprehensible, using context clues and visual aids. Teachers can provide materials at students' current level plus new vocabulary and structures. Examples given are intermediate students reading informal articles or watching videos using new words in natural conversations. The theory helps students learn through challenging but understandable input and helps teachers measure student progress.
Research based techniques for teaching ell learners
This document summarizes research on effective techniques for teaching English language learners. It discusses five strategies: 1) vocabulary development using flashcards with images, translations, and related words; 2) using word walls in English and Spanish to target literacy and content skills; 3) using a mixture of direct instruction and hands-on learning; 4) providing opportunities for oral language practice through modeled talk; and 5) incorporating parental involvement through home visits to build trust and cultural understanding. The document analyzes several research articles on topics like second language vocabulary instruction and reviews theories like Vygotsky's socio-cultural theory that language is best acquired in meaningful contexts.
BRIDGING PROCESS
This document discusses two types of transitions in bilingual education programs: early exit and late exit. It also outlines how multilingual education programs can help students build a strong educational foundation by developing oral fluency in their first language and introducing reading and writing in both their first and second languages. These programs help students build capacity to communicate and learn in their first language and become fluent in their second language for everyday use and academics.
Week 3 esl slide share march 11th 2011
The document discusses qualifications and instructional requirements for ESL students and programs. It notes that ESL programs aim to help students improve their understanding of subjects through English. Students are typically placed in separate ESL classrooms with specifically trained teachers if there are fewer than 20 students with the same native language. Qualification for ESL classes requires an English proficiency assessment. Effective instruction includes using visual aids, modeling assignments, and focusing on reading comprehension rather than just pronunciation when reading aloud. Texas teachers must pass an ESL certification test to demonstrate their knowledge and skills for working with ESL students.
presentation on error and mistake
1. The document analyzes common errors made by Bangladeshi SSC students in writing English, collecting 513 student samples.
2. It finds that students most often make mistakes with tense, prepositions, articles, and verbs. Bangla medium students struggle more with these areas compared to English medium students.
3. The document recommends students focus on grammar rules, vocabulary, and communicative language teaching to improve their English writing abilities and reduce errors.
Tkt – unit 11
Errors are a natural part of language learning and occur when learners attempt to produce language structures beyond their current abilities. There are several types of errors, including those due to interference from the learner's first language, developmental errors from overgeneralizing rules, and slips from lack of concentration. Learners' developing language system is called an "interlanguage" which is not fixed but progresses as they incorporate corrections and new structures. While errors indicate areas for improvement, teachers must determine when and how to provide feedback, as immediate correction may not be helpful and allowing mistakes in fluency activities can build confidence.
Parameter evidence by kiran nazir
The document discusses evidence that children use to set parameters as they acquire language. It explains that children have an innate universal grammar containing principles and parameters. Parameters allow for variation between languages. The document discusses three types of parameters and different kinds of evidence children could use, including positive evidence from structures they hear, and two types of negative evidence: direct correction or indirect lack of certain structures. However, the document concludes that positive evidence alone is sufficient and most significant for children to set parameters, supporting the no-negative evidence hypothesis.
Agis 2014 ppt
This document provides an overview and summaries of a language acquisition conference at AGIS on January 31st 2014. It discusses the new assessment criteria for language acquisition, including criteria for oral communication, written communication and comprehension of spoken, written and visual texts. It also poses questions about how teachers can integrate the new criteria into their teaching to cater to different learning needs and promote student language development.
Reading interventions2
The document discusses interventions for struggling readers. It recommends a 3-step process: 1) Diagnose needs through assessments, 2) Prepare targeted materials, 3) Implement interventions including classroom support, small group instruction, and a reading lab program. The reading lab uses the Carbo Method of repeated readings of recorded books above students' levels to improve fluency, comprehension and motivation. Vocabulary development strategies include using sophisticated words, graphic organizers, and self-checking cards.
Remedial Listening
This document discusses factors that affect students' listening comprehension. It identifies internal factors like language proficiency, background knowledge, motivation, and psychological factors. External factors include the speaker's delivery, accents, content and context of listening materials. To improve listening comprehension, the document recommends teaching pronunciation, vocabulary, grammar, inference skills, prediction, and note-taking.
Module 2 Ffd[1]
This document provides an introduction to Module II of an English language proficiency course. It reviews concepts from Module I, defines social and academic language, and discusses using language proficiency standards to develop language objectives for lessons. The document explains how to write effective language objectives that are closely related to content topics and explicitly address how students will use language. It provides a framework to guide writing language objectives and includes an example. Learners will then practice writing language objectives in groups using the framework.
What is the role played by the Native Language in SLA
The native language plays an important role in second language acquisition (SLA). SLA is the process by which people learn a second language and draws from various disciplines like psychology, education, and cognitive psychology. SLA occurs in stages, starting with a pre-production stage where learners receive vocabulary but do not speak. Later stages include production of short phrases, emergence of speech using simple structures, and intermediate fluency with more complex sentences and vocabulary. Ultimately, fluency comparable to native speakers can be achieved after 5-10 years of learning. Theories of SLA posit that second language acquisition mirrors first language acquisition and is influenced by the native language.
Mistakes slips-errors-and-attempts
When learning a new language, students will inevitably make mistakes that can be categorized as slips, errors, or attempts. Slips are mistakes that can be self-corrected, errors require explanation as students cannot fix them themselves, and attempts happen when a student tries to say something without fully knowing how. Mistakes may occur due to not fully grasping new information, false friends between languages, or developmental errors as a student's language knowledge progresses and they make logical assumptions about grammar or vocabulary that turn out to be incorrect.
The intake hypothesis
The document discusses the concept of intake in second language acquisition. It defines intake as the part of input that is processed and used for grammar building. There is no consensus on the exact definition of intake, with some like Krashen considering it synonymous with comprehensible input. Intake is influenced by individual factors like age and anxiety, as well as affective factors like attitude, learning strategies, knowledge of both the first and second languages, and environmental factors. The intake process involves linguistic and cognitive mechanisms like inferencing, implicit and explicit knowledge development, and restructuring.
Toefl speaking test preparation Lesson 10
This document provides information about TOEFL speaking test preparation. It discusses that in Task 2 part 3 of the test, examinees will have 15 seconds to prepare and 45 seconds to respond to a prompt about whether family is the most important thing in one's life. Examinees are allowed to take notes during the reading and listening portions to help prepare their responses. The document is from a TOEFL preparation course and signals the end of Lesson 10.
Toefl speaking test preparation - Lesson 4
This document provides information about TOEFL speaking test preparation. It discusses that in Task 2 of the test, examinees will be asked to agree or disagree with a statement and provide reasons to support their response. It also notes that test takers will be scored on their ability to speak clearly on familiar topics and that they can take notes during reading and listening portions to help prepare their responses. The document is from a TOEFL preparation course and signals the end of Lesson 4.
Surname 1 nameinstructorcoursedatelearning a new
The document discusses several approaches and concepts for learning a new language. It describes Fairbairn's view that the main barrier is possessing an "English mode" and analyzing a new language through an English structure. It also discusses Sharwood and Candlin's analysis of second language acquisition theories. Finally, it discusses how Web 2.0 technologies like social media can facilitate language learning through collaboration, interaction and sharing information across borders.
2
The document discusses the nature of learner language and error analysis. It explains that there are good reasons to focus on errors that learners make, as it is useful for teachers and can help learners learn. There are different types of errors, including omissions, misinformation, and misordering. Errors can be systematically classified and described. Not all errors are universal, as some may be specific to a learner's native language. The purpose of error analysis is to help learners learn the language. It evaluates different types of errors and explores developmental patterns and variability in learner language.
Vcd seminar
This document summarizes a seminar on mobile learning design for English as a foreign language learners focusing on visual vocabulary learning. It discusses using visual texts and mobile applications to help EFL learners acquire vocabulary. Key topics included Krashen's hypotheses on language acquisition, using pictures and annotations in learning materials, and how the level of learners' existing knowledge should influence material design. Mobile phones show potential for language teaching by allowing application of skills in authentic contexts.
Ch.1 challenges and opportunities
This document discusses challenges in listening instruction and proposes solutions. It outlines three types of listening instruction: text-oriented which focuses on decoding skills, communication-oriented which emphasizes authentic materials but may test more than teach, and learner-oriented which develops metacognitive strategies. However, all three face challenges, such as an over-emphasis on testing in text-oriented and communication-oriented approaches. The document argues that these challenges can be addressed by teaching within a metacognitive framework that provides guidance on strategic listening and develops learners' awareness of the listening process through modeling and strategy instruction. The goal is to create more effective learners rather than just better test performers.
Toefl speaking test preparation Lesson - 6
This document provides information about TOEFL speaking test preparation. It discusses that in Task 1 of the test, examinees will be asked to speak clearly for 45 seconds about familiar topics like their happiest moment. It notes that test takers can take notes during the reading and listening portions to help prepare their responses. The document is from a lesson on TOEFL speaking test prep from SkimaTalk that has ended.
Maryna Myronyuk. L1 - is it welcomed (Teachers' Conference by Grade 2019)
Maryna Myronyuk. L1 - is it welcomed (Teachers' Conference by Grade 2019)Grade Education Centre (Kyiv)
L1 in an English classroom: forbidden or welcomed? (talk)
We all sometimes use L1 in our classrooms: to tell off a naughty student, to give complicated instructions, or even to traslate a word. However, it almost never feels right. As though we reveal our weakness.
What if use L1 in a principled way? Will our learners really benefit? Will it help them finally see how different the two languages are, and that translation in fact does not always work? Let’s find out.
Three takeaways
Participants will:
1 learn when L1 usage is appropriate
2 learn how L1 can be used for learning purposes
3 get practical ideas on how to use L15 Components of Literacy
A visual display that addresses the five elements of literacy as defined by the National Reading Panel.
How we learn english presentation - elka oct. 17
The document outlines a learning plan for a class on learning English as a foreign language. It includes established goals from educational standards in Bulgaria and the US. Key understandings are that students should focus on being understood when speaking English and not be afraid of mistakes. Essential questions address why learn English and why not be shy speaking with mistakes. The plan involves students brainstorming learning methods, surveying classmates, watching videos of footballers discussing English learning, and interviewing partners about their strategies. A performance task challenges students to create a video on their English learning tips and challenges to enter a contest.
Toefl speaking test preparation - Lesson 2
This document provides information about TOEFL speaking test preparation. It discusses that in Task 1, part 2 of the TOEFL speaking section, test takers will be asked a question and have 15 seconds to prepare and 45 seconds to respond. They will be scored on their ability to speak clearly on familiar topics. Test takers are also permitted to take notes during reading and listening portions to help prepare their responses.
Jose P Training 12.17.08
This document provides information and strategies for teaching vocabulary to English language learners. It discusses the importance of vocabulary instruction, recommends direct teaching of specific words using visuals and examples, and suggests activities like word sorts, dictionaries, games and word walls. Effective vocabulary instruction incorporates techniques like pre-teaching key words, modeling independent learning strategies, encouraging wide reading, and using oral language development.
Academic Vocabulary and Reading Online for ELLs
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.
More Related Content
What's hot
Tkt – unit 11
Errors are a natural part of language learning and occur when learners attempt to produce language structures beyond their current abilities. There are several types of errors, including those due to interference from the learner's first language, developmental errors from overgeneralizing rules, and slips from lack of concentration. Learners' developing language system is called an "interlanguage" which is not fixed but progresses as they incorporate corrections and new structures. While errors indicate areas for improvement, teachers must determine when and how to provide feedback, as immediate correction may not be helpful and allowing mistakes in fluency activities can build confidence.
Parameter evidence by kiran nazir
The document discusses evidence that children use to set parameters as they acquire language. It explains that children have an innate universal grammar containing principles and parameters. Parameters allow for variation between languages. The document discusses three types of parameters and different kinds of evidence children could use, including positive evidence from structures they hear, and two types of negative evidence: direct correction or indirect lack of certain structures. However, the document concludes that positive evidence alone is sufficient and most significant for children to set parameters, supporting the no-negative evidence hypothesis.
Agis 2014 ppt
This document provides an overview and summaries of a language acquisition conference at AGIS on January 31st 2014. It discusses the new assessment criteria for language acquisition, including criteria for oral communication, written communication and comprehension of spoken, written and visual texts. It also poses questions about how teachers can integrate the new criteria into their teaching to cater to different learning needs and promote student language development.
Reading interventions2
The document discusses interventions for struggling readers. It recommends a 3-step process: 1) Diagnose needs through assessments, 2) Prepare targeted materials, 3) Implement interventions including classroom support, small group instruction, and a reading lab program. The reading lab uses the Carbo Method of repeated readings of recorded books above students' levels to improve fluency, comprehension and motivation. Vocabulary development strategies include using sophisticated words, graphic organizers, and self-checking cards.
Remedial Listening
This document discusses factors that affect students' listening comprehension. It identifies internal factors like language proficiency, background knowledge, motivation, and psychological factors. External factors include the speaker's delivery, accents, content and context of listening materials. To improve listening comprehension, the document recommends teaching pronunciation, vocabulary, grammar, inference skills, prediction, and note-taking.
Module 2 Ffd[1]
This document provides an introduction to Module II of an English language proficiency course. It reviews concepts from Module I, defines social and academic language, and discusses using language proficiency standards to develop language objectives for lessons. The document explains how to write effective language objectives that are closely related to content topics and explicitly address how students will use language. It provides a framework to guide writing language objectives and includes an example. Learners will then practice writing language objectives in groups using the framework.
What is the role played by the Native Language in SLA
The native language plays an important role in second language acquisition (SLA). SLA is the process by which people learn a second language and draws from various disciplines like psychology, education, and cognitive psychology. SLA occurs in stages, starting with a pre-production stage where learners receive vocabulary but do not speak. Later stages include production of short phrases, emergence of speech using simple structures, and intermediate fluency with more complex sentences and vocabulary. Ultimately, fluency comparable to native speakers can be achieved after 5-10 years of learning. Theories of SLA posit that second language acquisition mirrors first language acquisition and is influenced by the native language.
Mistakes slips-errors-and-attempts
When learning a new language, students will inevitably make mistakes that can be categorized as slips, errors, or attempts. Slips are mistakes that can be self-corrected, errors require explanation as students cannot fix them themselves, and attempts happen when a student tries to say something without fully knowing how. Mistakes may occur due to not fully grasping new information, false friends between languages, or developmental errors as a student's language knowledge progresses and they make logical assumptions about grammar or vocabulary that turn out to be incorrect.
The intake hypothesis
The document discusses the concept of intake in second language acquisition. It defines intake as the part of input that is processed and used for grammar building. There is no consensus on the exact definition of intake, with some like Krashen considering it synonymous with comprehensible input. Intake is influenced by individual factors like age and anxiety, as well as affective factors like attitude, learning strategies, knowledge of both the first and second languages, and environmental factors. The intake process involves linguistic and cognitive mechanisms like inferencing, implicit and explicit knowledge development, and restructuring.
Toefl speaking test preparation Lesson 10
This document provides information about TOEFL speaking test preparation. It discusses that in Task 2 part 3 of the test, examinees will have 15 seconds to prepare and 45 seconds to respond to a prompt about whether family is the most important thing in one's life. Examinees are allowed to take notes during the reading and listening portions to help prepare their responses. The document is from a TOEFL preparation course and signals the end of Lesson 10.
Toefl speaking test preparation - Lesson 4
This document provides information about TOEFL speaking test preparation. It discusses that in Task 2 of the test, examinees will be asked to agree or disagree with a statement and provide reasons to support their response. It also notes that test takers will be scored on their ability to speak clearly on familiar topics and that they can take notes during reading and listening portions to help prepare their responses. The document is from a TOEFL preparation course and signals the end of Lesson 4.
Surname 1 nameinstructorcoursedatelearning a new
The document discusses several approaches and concepts for learning a new language. It describes Fairbairn's view that the main barrier is possessing an "English mode" and analyzing a new language through an English structure. It also discusses Sharwood and Candlin's analysis of second language acquisition theories. Finally, it discusses how Web 2.0 technologies like social media can facilitate language learning through collaboration, interaction and sharing information across borders.
2
The document discusses the nature of learner language and error analysis. It explains that there are good reasons to focus on errors that learners make, as it is useful for teachers and can help learners learn. There are different types of errors, including omissions, misinformation, and misordering. Errors can be systematically classified and described. Not all errors are universal, as some may be specific to a learner's native language. The purpose of error analysis is to help learners learn the language. It evaluates different types of errors and explores developmental patterns and variability in learner language.
Vcd seminar
This document summarizes a seminar on mobile learning design for English as a foreign language learners focusing on visual vocabulary learning. It discusses using visual texts and mobile applications to help EFL learners acquire vocabulary. Key topics included Krashen's hypotheses on language acquisition, using pictures and annotations in learning materials, and how the level of learners' existing knowledge should influence material design. Mobile phones show potential for language teaching by allowing application of skills in authentic contexts.
Ch.1 challenges and opportunities
This document discusses challenges in listening instruction and proposes solutions. It outlines three types of listening instruction: text-oriented which focuses on decoding skills, communication-oriented which emphasizes authentic materials but may test more than teach, and learner-oriented which develops metacognitive strategies. However, all three face challenges, such as an over-emphasis on testing in text-oriented and communication-oriented approaches. The document argues that these challenges can be addressed by teaching within a metacognitive framework that provides guidance on strategic listening and develops learners' awareness of the listening process through modeling and strategy instruction. The goal is to create more effective learners rather than just better test performers.
Toefl speaking test preparation Lesson - 6
This document provides information about TOEFL speaking test preparation. It discusses that in Task 1 of the test, examinees will be asked to speak clearly for 45 seconds about familiar topics like their happiest moment. It notes that test takers can take notes during the reading and listening portions to help prepare their responses. The document is from a lesson on TOEFL speaking test prep from SkimaTalk that has ended.
Maryna Myronyuk. L1 - is it welcomed (Teachers' Conference by Grade 2019)
Maryna Myronyuk. L1 - is it welcomed (Teachers' Conference by Grade 2019)Grade Education Centre (Kyiv)
L1 in an English classroom: forbidden or welcomed? (talk)
We all sometimes use L1 in our classrooms: to tell off a naughty student, to give complicated instructions, or even to traslate a word. However, it almost never feels right. As though we reveal our weakness.
What if use L1 in a principled way? Will our learners really benefit? Will it help them finally see how different the two languages are, and that translation in fact does not always work? Let’s find out.
Three takeaways
Participants will:
1 learn when L1 usage is appropriate
2 learn how L1 can be used for learning purposes
3 get practical ideas on how to use L15 Components of Literacy
A visual display that addresses the five elements of literacy as defined by the National Reading Panel.
How we learn english presentation - elka oct. 17
The document outlines a learning plan for a class on learning English as a foreign language. It includes established goals from educational standards in Bulgaria and the US. Key understandings are that students should focus on being understood when speaking English and not be afraid of mistakes. Essential questions address why learn English and why not be shy speaking with mistakes. The plan involves students brainstorming learning methods, surveying classmates, watching videos of footballers discussing English learning, and interviewing partners about their strategies. A performance task challenges students to create a video on their English learning tips and challenges to enter a contest.
Toefl speaking test preparation - Lesson 2
This document provides information about TOEFL speaking test preparation. It discusses that in Task 1, part 2 of the TOEFL speaking section, test takers will be asked a question and have 15 seconds to prepare and 45 seconds to respond. They will be scored on their ability to speak clearly on familiar topics. Test takers are also permitted to take notes during reading and listening portions to help prepare their responses.
What's hot (20)
What is the role played by the Native Language in SLA
What is the role played by the Native Language in SLA
Maryna Myronyuk. L1 - is it welcomed (Teachers' Conference by Grade 2019)
Maryna Myronyuk. L1 - is it welcomed (Teachers' Conference by Grade 2019)
Similar to Myth bustersscaffolding
Jose P Training 12.17.08
This document provides information and strategies for teaching vocabulary to English language learners. It discusses the importance of vocabulary instruction, recommends direct teaching of specific words using visuals and examples, and suggests activities like word sorts, dictionaries, games and word walls. Effective vocabulary instruction incorporates techniques like pre-teaching key words, modeling independent learning strategies, encouraging wide reading, and using oral language development.
Academic Vocabulary and Reading Online for ELLs
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.
Esl best practices
This document provides strategies and approaches for teaching English to students learning English as a second language. It discusses several key strategies:
- Total Physical Response (TPR) uses a series of commands for students to physically enact events to introduce new language without requiring oral responses.
- The Natural Approach focuses on providing comprehensible input through meaningful communication and a low-anxiety environment to facilitate language acquisition.
- BICS and CALP distinguish between the social language skills needed for everyday communication versus the cognitive academic skills required for academic success. Students typically acquire BICS in 2 years but need 5-7 years to develop CALP.
- A variety of techniques are presented to accommodate students at different proficiency levels from
Week 3 slide show esl and the new teacher march upload 101 free learning to...
The document discusses English as a Second Language (ESL) programs and instruction for students learning English. It explains that ESL students are typically taught English in a separate classroom by a teacher trained in teaching ESL. It also outlines the qualifications students must meet to be placed in an ESL program, such as failing an English proficiency assessment. Additionally, the document provides guidance on effective instructional strategies for ESL students, including using visuals, modeling, and focusing on reading comprehension rather than just pronunciation.
Session-Presentation-Online-Employing-Vocabulary-Instruction-for-Effective-Wo...
This document outlines a national training on literacy instruction presented by Gretel Laura M. Cadiong, Ed. D. The training covers employing vocabulary instruction for effective word structure and meaning recognition. The training includes expectations to explain how vocabulary skills can improve reading and plans for vocabulary instruction. Participants engage in word-building tasks and are asked to share thoughts on the activities and how they promote vocabulary learning. The presentation reviews key points on vocabulary and techniques for explicit instruction before participants develop a self-learning vocabulary module.
W4 Q3 DLL March 6-10, 2023.docx
This document contains daily lesson logs for English classes at Hulo Integrated National High School for grades 7, 8, and 10. It outlines the objectives, content, learning resources, and procedures for lessons on informative writing techniques, basic factors of delivery in speeches, and showing gratitude. The lessons include reviewing concepts, discussing examples, practicing skills through activities, and evaluating learning. The logs were prepared by teacher Hellen Dea T. Eleria and checked by the PSDS/TIC.
UNDERSTANDING YOUR ESL STUDENTS
The document provides definitions and explanations of key terminology and acronyms used in ESL education. It discusses concepts like ESL, ELL, BICS, CALP and realia. It also summarizes legal obligations to provide ESL programming, examples of co-teaching models, WIDA assessments, and lists professional organizations for ESL teachers.
Hang Out! - Walkthrough
Hang Out is a six-level coursebook designed specifically for elementary learners of English. This comprehensive language program is developed around a CEFR-based curriculum, and gradually takes students from producing simple phrases to complex sentences in a widening-range of topic areas and situations.
Arabic language. improving listening skills. By Bushra Alshakhly
This presentation discusses improving listening skills from the intermediate to advanced level in Arabic. It notes that while teachers try to prepare intermediate students, taking them to an advanced level poses bigger challenges. Some issues that affect higher-level listening comprehension include variable speech rates, cultural references, reduced/extended structures, and different verb forms/dialects. The presentation recommends practicing listening strategies, using authentic materials at appropriate levels, activating background knowledge, and creating an immersive environment to help students improve. Motivation is key, as is reminding students that Arabic is a rich, living language capable of engaging learners.
Presentation for new english teachers
The document outlines the content standards and grade level expectations for the English Program of the Commonwealth of Puerto Rico's Department of Education. It provides the objectives and vision for teaching English, which include developing students' communication skills, critical thinking, and cultural appreciation. The standards are divided by grade levels, with expectations for listening and speaking that increase in complexity as the grades advance. The goals are for students to effectively understand and express ideas in both social and academic contexts using English.
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
Chapter 4-tefl-principles
This chapter outlines 12 principles for effective language teaching grouped into 3 categories: cognitive, affective, and linguistic principles. The cognitive principles focus on developing automaticity in language use, meaningful learning over rote memorization, rewarding students to motivate learning, tapping into intrinsic motivation, and teaching students language learning strategies. The affective principles address supporting students' language confidence and identity, encouraging risk-taking, and helping students understand the cultural aspects of language. The linguistic principles cover the influence of students' native language, the developmental process of interlanguage, and the importance of developing students' communicative competence in all its forms. The document provides explanations and classroom applications for each principle.
PPT Learning Science Demaind Teaching english
The document discusses challenges in teaching science to English language learners and proposes the ICARE model to address these challenges. It recommends collaboration between science, ESL, and ELL teachers to help students improve their English skills. Suggested materials and methods include using everyday language to introduce scientific terms, nominalization templates, collecting language samples, and integrating science and social studies for critical inquiry. Reflections note students' limited English prevented participation, and extensions propose packaging science in everyday English and using posters to connect scientific and everyday vocabulary.
The nature of learner language
This document discusses language learners and learner language. It defines learner language as the written or spoken language produced by a language learner. Researchers study learner language to understand how a learner's internal language representations develop over time. Errors in learner language are important to analyze, as they reveal how the learner's grammar is developing. The document outlines different ways to identify, describe, explain, and evaluate errors made by language learners. It also discusses developmental patterns in learner language, such as common acquisition stages and sequences. Variability in learner language is influenced by linguistic, situational, and psycholinguistic contexts.
Sheltered esol instruction in the content areas
This document discusses strategies for helping English language learners succeed academically. It recommends using metacognition, diagrams, choice, and comprehensible input tailored to students' proficiency levels. Specific strategies include building background knowledge through conversations and visuals, using previewing, modeling, and scaffolding techniques, and arranging classrooms for student interaction. The goal is to teach grade-level content using clear language and supporting English vocabulary and grammar development. Overall, it emphasizes the importance of ongoing learning and searching for effective teaching methods for ELL students.
Input -interaction--and-output (5)
The document discusses various types of language input provided to language learners, including comprehensible input containing linguistic items slightly beyond the learner's competence, and modified input using simplifications to aid comprehension. It also examines interaction and feedback, noting the interaction hypothesis that language acquisition benefits from negotiation of meaning during communication breakdowns and the various forms feedback can take, such as recasts, clarification requests, and explicit correction.
English Language Learner Strategies and Activities Presentation-Chaunta Black...
Imagine that you have been asked to develop a professional development presentation that outlines strategies and activities that would be appropriate to use with English language learners.
ELL power point with notes
The document discusses strategies for teaching English language learners. It notes that English language learners are the fastest growing student population group in the US, estimated to be 25% of students by 2025. It recommends that teachers speak slowly and clearly, model concepts, use visuals, teach vocabulary intentionally, implement cooperative learning activities, and modify assessments. Effective lesson planning for English language learners requires identifying goals and content and language objectives.
Tutorial 1r
The INTERLINK instructional plan differs significantly from conventional ESL curriculums by focusing on the learner rather than a prescribed list of content to teach. It emphasizes student-centered, experiential, holistic, needs-based, interactive, and heuristic approaches to learning. Rather than being teacher-centered and focusing on discrete grammar rules, the INTERLINK plan individualizes instruction according to students' needs and involves active engagement through discovery and problem-solving.
Eld 011312
This document discusses the implications of the Common Core State Standards for English Learners. It outlines how the new ELD standards will be aligned to the Common Core by August 2012. Sample excerpts are provided that link the Common Core standards to the new ELD standards for areas like speaking and listening, vocabulary, and research. The document emphasizes that ELs need access to high academic standards through differentiated instruction and assessments. It also stresses the importance of ensuring ELs' language proficiency and academic success through the new aligned standards.
Similar to Myth bustersscaffolding (20)
Week 3 slide show esl and the new teacher march upload 101 free learning to...
Week 3 slide show esl and the new teacher march upload 101 free learning to...
Session-Presentation-Online-Employing-Vocabulary-Instruction-for-Effective-Wo...
Session-Presentation-Online-Employing-Vocabulary-Instruction-for-Effective-Wo...
Arabic language. improving listening skills. By Bushra Alshakhly
Arabic language. improving listening skills. By Bushra Alshakhly
Building and enhancing new literacy across curriculum 1.pdf
Building and enhancing new literacy across curriculum 1.pdf
English Language Learner Strategies and Activities Presentation-Chaunta Black...
English Language Learner Strategies and Activities Presentation-Chaunta Black...
Myth bustersscaffolding
- 1. For each of the following statements, decide if it is a fact or a myth!
- 2. Statement #1 Fact or Myth Scaffolding can be described as temporary supportive frameworks adjusted to students’ particular developmental/linguistic needs in order to improve their access to meaning and ongoing linguistic and cognitive development.
- 3. Statement #1Answer Fact or Myth Scaffolding can be described as temporary supportive frameworks adjusted to students’ particular developmental/linguistic needs in order to improve their access to meaning and ongoing linguistic and cognitive development.
- 4. Facts about Statement #1 According to the CDE…
- 5. Statement #2 Fact or Myth Scaffolding means…. • making adjustments to reduce the rigor of the grade level academic content. and • increasing the frequency of direct vocabulary instruction.
- 6. Statement #2 Answer Fact or Myth Scaffolding means…. • making adjustments to reduce the rigor of the grade level academic content. and • increasing the frequency of direct vocabulary instruction.
- 7. Facts about Statement #2 According to the CDE… As a reminder, ELs of all levels of English Language proficiency should fully participate in grade level tasks in all content areas with varying degrees of scaffolding. Teachers should refrain from making work “easier” because of a language barrier, only provide scaffolds to help each individual reach
- 8. Statement #3 Fact or Myth Some examples of planned scaffolding include…. • modeling and explaining tasks and expectations. • using a range of information systems such as graphic organizers, diagrams, videos, photographs and other multimedia to enhance access to content. • providing students with language models, such as sentence frames/starters, exemplary writing samples, and teacher language modeling. • Frequently checking for understanding during instruction and
- 9. Statement #3 Answer Fact or Myth Some examples of planned scaffolding include…. • modeling and explaining tasks and expectations. • using a range of information systems such as graphic organizers, diagrams, videos, photographs and other multimedia to enhance access to content. • providing students with language models, such as sentence frames/starters, exemplary writing samples, and teacher language modeling. • Frequently checking for understanding during instruction and
- 10. Facts about Statement #3 According the CDE…
- 11. Statement #4 Fact or Myth Just-in-time scaffolding is used when teachers do not have any planned scaffolds in place.
- 12. Statement #4 Answer Fact or Myth Just-in-time scaffolding is used when teachers do not have any planned scaffolds in place.
- 13. Facts about Statement #4 According the CDE… Just-in-time scaffolds stem from planned scaffolds. They are used to help EL students interact and extend their learning, thinking, and language use.
- 14. Want More? More information about scaffolding can be found on the CDE website Appendix C: Theoretical Foundations and Research Base for California’s English Language Development Standards Upon completion of the Mythbuster game, be sure to take the Scaffolding Mythbuster’s Quiz using Google Form in the content block below.