Course Presentation Slide Show TEFf5402 UNAD Florida Prof. Flor Lepervanche
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This course teaches students how to develop their own classroom activities for teaching English to children as a second language. It is a hands-on, practical course aimed at improving teaching skills rather than solely focusing on grades. The course is intended for current or prospective teachers of English and will help students learn contemporary teaching methods and apply them through practice teaching sessions.
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This document analyzes CLIL (Content and Language Integrated Learning) using a SWOT framework. It identifies strengths such as students naturally learning language and improving English vocabulary. Weaknesses include greater preparation needs and potential difficulties for students without prior English. Opportunities listed are boosting ICT skills, improving language teaching, and exchanging methodologies. Threats include generally low English levels in Catalonia and challenges applying CLIL in large classes.
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Los chicos pueden aprender lenguaje. En Melbourne High School se hacen 4 preguntas: ¿Por qué? ¿Cómo? ¿Qué? y ¿Con qué resultados?
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This document analyzes an English teaching demo video for beginner students. The demo was taught by Chris Westergaard at The Language House TEFL in Prague. The analysis breaks down the 50-minute lesson into 5 steps: 1) Opening, 2) Building vocabulary, 3) Exercises, 4) Practice, 5) Review and activation. Each step lists teaching principles demonstrated, such as using minimal teacher talk time, drilling vocabulary, monitoring student work, and incorporating authentic materials. The document was created by a student to fulfill an assignment analyzing a microteaching demonstration.
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This course teaches students how to develop their own classroom activities for teaching English to children as a second language. It is a hands-on, practical course aimed at improving teaching skills rather than solely focusing on grades. The course is intended for current or prospective teachers of English and will help students learn contemporary teaching methods and apply them through practice teaching sessions.
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This course aims to effectively measure individual student progress in learning English as a second language and compare their outcomes to exams taken in their home country. Teaching English as a foreign language refers to teaching English to students whose first language is not English, typically within the education system or privately in their own country. The course is taught by Professor Flor Lepervanche and contact can be made via email or Skype.
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Guided ResponseReview several of your classmates’ posts and res.docx
Guided Response:
Review several of your classmates’ posts and respond to at least two of them. Compare your classmates’ description of students to your own and address any inconsistencies by providing examples to support your own ideas. Ask your classmates to clarify any confusion by providing an illustration or evidence to support their point of view. You might also want to compare the programs in their communities to your own, and discuss any additional reasons that support the lack of a program or the implementation of a program.
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- creates phrases that will reflect thoughts, and desires for new patterns and vocabulary words new language. This will help students and benefit them from getting instructions
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– this program teaches students two different languages simultaneously. While learning English, ELL will maintain their own language and English only students will maintain English while they learn another language. This is one of the most effective programs.
English – Immersion Program
– this program offers students to be able to get instructions in both their native language and in English. Teachers are able to use both the primary language and English for instructions.
Early – Exit
– this program is a more fast paced one. It requires a student to have the ability to comprehend what is being taught in a shorter amount of time. A student that has had some classroom help and knowledge of English will benefit with this program
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ELL students are transitioned into the English instruction.
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- Students are kept in their native language as long as possible and then are transitioned in English instructions. DBE programs aim to promote high levels of academic achievement in all curricular areas and full proficiency in both the students’ home language and English for academic purposes (Lindholm-Leary & Genessee, 2010, pp. 3–4).
Lindholm-Leary, K., & Genessee, F. (2010). Improving education for English learners: Research-based approaches. Sacramento, CA: California Department of Education Press.
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2) Form-focused instruction within communicative contexts can help learners improve specific grammatical features over time.
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This course teaches students how to develop their own classroom activities for teaching English to children as a second language. It is a hands-on, practical course aimed at improving teaching skills rather than solely focusing on grades. The course is intended for current or prospective teachers of English and will help students learn contemporary teaching methods and apply them through practice teaching sessions.
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This course aims to effectively measure individual student progress in learning English as a second language and compare their outcomes to exams taken in their home country. Teaching English as a foreign language refers to teaching English to students whose first language is not English, typically within the education system or privately in their own country. The course is taught by Professor Flor Lepervanche and contact can be made via email or Skype.
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Presentation course slide show TED5401 UNAD Florida - Prof. Flor Lepervanche
Presentation course slide show TED5401 UNAD Florida - Prof. Flor Lepervanche
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This document defines key terms related to English language learners (ELLs). It explains that an ELL is a student whose native language is not English and who is acquiring English. Several programs for educating ELLs are described, including bilingual education, immersion, sheltered English, and different types of bilingual and English as a second language programs. The goals and characteristics of dual language education, developmental bilingual education, transitional bilingual education, structured immersion, ESL pullout, and immersion programs are summarized.
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Guided ResponseReview several of your classmates’ posts and res.docx
Guided Response:
Review several of your classmates’ posts and respond to at least two of them. Compare your classmates’ description of students to your own and address any inconsistencies by providing examples to support your own ideas. Ask your classmates to clarify any confusion by providing an illustration or evidence to support their point of view. You might also want to compare the programs in their communities to your own, and discuss any additional reasons that support the lack of a program or the implementation of a program.
The four bilingual program that can benefits English Language learners are
Productive Language
- creates phrases that will reflect thoughts, and desires for new patterns and vocabulary words new language. This will help students and benefit them from getting instructions
Dual-Immersion Program
– this program teaches students two different languages simultaneously. While learning English, ELL will maintain their own language and English only students will maintain English while they learn another language. This is one of the most effective programs.
English – Immersion Program
– this program offers students to be able to get instructions in both their native language and in English. Teachers are able to use both the primary language and English for instructions.
Early – Exit
– this program is a more fast paced one. It requires a student to have the ability to comprehend what is being taught in a shorter amount of time. A student that has had some classroom help and knowledge of English will benefit with this program
Student Characteristics
Early-Exit Students
-
ELL students are transitioned into the English instruction.
Late-Exit Students
- Students are kept in their native language as long as possible and then are transitioned in English instructions. DBE programs aim to promote high levels of academic achievement in all curricular areas and full proficiency in both the students’ home language and English for academic purposes (Lindholm-Leary & Genessee, 2010, pp. 3–4).
Lindholm-Leary, K., & Genessee, F. (2010). Improving education for English learners: Research-based approaches. Sacramento, CA: California Department of Education Press.
.
LAC approach
The document discusses the Language Across Curriculum (LAC) approach to teaching language. It states that LAC integrates language learning with content learning by teaching language outside the traditional classroom using contextual and content-based methods. This requires language learning to occur in both language classrooms and other subject classrooms. There needs to be collaboration between language teachers and other subject teachers to effectively implement LAC.
Instructional Programs for English Language Learners (ELL)
Used for PEDA 213 (Language Programs for Secondary Schools)
Includes Introduction to English Language Learner Programs, Phases of EL Instructions, the different types of ELL Programs and discussions for each.
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This document discusses best practices for teaching English as a second language (ESL) students. It outlines several key principles: the students' first language plays an essential role in acquiring a second language; educational programs should include what students bring with them culturally; and learning a new language is a long and difficult process that students do not all accomplish in the same way or same pace. It also notes that language develops best when students can use it in a variety of settings through interactions with peers and teachers.
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1) Content-based and communicative approaches are effective for increasing exposure and motivation, but may not lead to accurate language if there is no focus on form.
2) Form-focused instruction within communicative contexts can help learners improve specific grammatical features over time.
3) An integrated approach that includes attention to form and meaning within communicative activities receives the most support from research. Neither a purely meaning-based nor purely form-based approach is recommended.
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This document provides guidance for supporting pupils learning English as an additional language (EAL) in modern foreign language (MFL) classrooms. It discusses the role of MFL subject leaders in monitoring pupil progress and creating an inclusive learning environment. It also offers considerations for MFL teachers, such as pupils' prior English experience, peer group composition, learning experiences, and classroom support available. The document provides questions to guide departmental discussions and reviews of current practices. It aims to help teachers raise attainment for EAL pupils through strategies like joint planning with EMA staff, ensuring appropriate cognitive challenge and language support, and allowing use of first languages in appropriate contexts.
ENGLISH LANGUAGE TEACHING 1.docx
The document discusses various methods and approaches to teaching English language. It describes 8 major methods: grammar translation, direct method, structural approach, oral approach, audiolingual method, total physical response, communicative language teaching, and task-based language teaching. Each method has a different focus, such as relying on translation, direct use of the target language, grammatical structures, oral communication skills, pronunciation, completing physical tasks, real-life communication situations, and completing language-learning tasks. Understanding these methods provides teachers with techniques for effectively instructing students in English.
Challenges and Truimphs of Nonnative English Speakers in IEPs - Part 2
The document discusses challenges faced by non-native English speaking teachers in intensive English programs, including difficulties with pronunciation, translation between first and second languages, and feeling unprepared for advanced levels. It also presents NNS teacher perspectives on their experiences and how administration can provide support through workshops, clear guidelines, feedback, and incorporating teacher opinions into curriculum decisions. The seminar enhanced participant understanding of EFL management through sharing experiences with different approaches and developing projects related to teacher training, supervision, curriculum development, and program evaluation.
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.
Pp methodology expo
The document discusses appropriate uses of students' first language (L1) in the English language classroom. It acknowledges that banning L1 is common but that some strategic use can help learning. It proposes three levels of L1 use, from functional to develop language awareness and discourse skills. The L1 should not replace English as the primary classroom language but can be an enabling tool when carefully managed by the teacher. Overall it argues a principled approach to L1 use can support learning without compromising an English-focused environment.
Pp methodology expo
The document discusses appropriate uses of students' first language (L1) in an English language classroom. It acknowledges that students will naturally translate into their L1, especially at lower levels. The document recommends three levels of L1 use: Level 1 involves minor functional translation to help classroom management; Level 2 encourages students to make comparisons between L1 and English to develop language learning strategies; Level 3 uses L1 to develop language awareness and discourse skills. Overall, the document argues that judicious use of L1 does not mean abandoning an English-focused classroom, but that it can be a helpful enabling tool when used prudently by the teacher.
Bilingual education
The document discusses different approaches to educating English language learners (ELLs), including bilingual education and English immersion programs. It notes that bilingual approaches that teach reading in a student's native language while also teaching English have been shown to be the most effective. Opponents of bilingual education believe full English immersion is best for ELL students to succeed, though bilingual education allows slower but steady teaching tailored to students' needs. The document examines debates around separating ELL students versus integrating them, and using their native languages for instruction versus an English-only approach.
ELL RTI Guide
This recommendation suggests providing intensive small-group reading interventions for English learners who are struggling with reading. It is based on evidence from four randomized controlled trials showing that interventions focusing on the five core reading elements (phonological awareness, phonics, fluency, vocabulary, and comprehension) through explicit instruction in small groups can improve students' reading abilities. The interventions used programs like Enhanced Proactive Reading and took 30-50 minutes per day, involving direct instruction and practice in key reading skills. Teachers should use such an intervention program, give students multiple opportunities to respond and practice reading, and provide clear feedback.
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- 1. TEF5402 – Teaching English to Children Professor: Flor Lepervanche This course will teach you how to develop your own ESL (English as a second or foreign language) classroom activities for children. This is a hands-on course with improving classroom practice as the goal, rather than a pass or fail objective. This is a course for students who are either already English teachers or who are considering becoming teachers of English as a foreign language It also focuses on developing students’ understanding of contemporary teaching methods and their practical application through practice teaching sessions English as a second language (ESL) is the use or study of English by speakers with different native languages. http://en.wikipedia.org/wiki/English_as_a_second_or_foreign_language
- 18. TEF5402 – Teaching English to Children Professor: Flor Lepervanche Email: flepervanche@gmail.com Skype: flortlepervanche