Major distinctions:
Difference between first and second language
Difference between acquisition and learning
Difference between explicit and implicit learning
Difference between second and foreign language
Spolsky's Model of Language Learning
Teaching approach: Direct method
Compiled by:
Phattharakan Phiphitphornsirikun
Wanlapa Thaweeapiradeepiti
Pawarit Pingmuang
Faculty of Education
Chiang Mai University
Major distinctions:
Difference between first and second language
Difference between acquisition and learning
Difference between explicit and implicit learning
Difference between second and foreign language
Spolsky's Model of Language Learning
Teaching approach: Direct method
Compiled by:
Phattharakan Phiphitphornsirikun
Wanlapa Thaweeapiradeepiti
Pawarit Pingmuang
Faculty of Education
Chiang Mai University
Kim Boettcher from School District 60 presented this as part of a session on Supervision of Learning/Instruction for Administrators on the topic of Literacy.
Dive into inclusive learning with Dr. Timothy Gadson's enlightening presentation on innovative assistive technology approaches. Explore many strategies and tools designed to create inclusive learning environments for diverse learners, including those with disabilities and unique learning needs. Uncover customizable learning materials, interactive devices, and evidence-based methods to foster engagement and promote independence. Explore the assistive technology landscape, empowering educators to cultivate accessibility and equity in education.
Let me know if you need further adjustments!
Presentation materials design created by Shama Kalam Siddiqui Shama Siddiqui
This presentation helps to understand the types of materials for ESL and presents a framework from Brown on Adopting, Developing and Adapting Materials for the language teaching context. Educators would also get a framework for the production of new materials and the 6 stages towards creating materials for learners:
1. Identification of need for materials
2. Exploration of need
3. Contextual realization of materials
4. Pedagogical realization of materials
5. Production of materials
* Student use of materials
6. Evaluation of materials against agreed objectives
References:
Brown, J.D. (1995). The elements of language curriculum: A systematic approach to program development. Heinle & Heinle Publishers.
Crawford, J. (2002). The role of materials in the language classroom: Finding the balance. En Richards, J.C. and W.A. Renandya (Eds.) Methodology in language teaching. An anthology of current practice (pp. 80-91). Cambridge: Cambridge University Press.
Tomlinson, B. (1998). Materials Development in Language Teaching. Cambridge: Cambridge University Press.
Richards, J.C. (1990). The language teaching matrix. Cambridge: Cambridge University Press.
British Council: ELT Textbooks and materials: Problems in Evaluation and Development
Personalising English language teaching in secondary schools through technologyCITE
4 March 2010 (Thursday) | 15:30 - 15:50 | http://citers2010.cite.hku.hk/abstract/21 | SZE, Paul M.M.; YEUNG, Li Wa Jenny; WONG, Sze Long Armstrong; Department of Curriculum and Instruction, The Chinese University of Hong Kong
by Dr. Khaled M. Alhawiti
Computer Science Department, Faculty of Computers and Information technology
Tabuk University, Tabuk, Saudi Arabia
source: https://thesai.org/Downloads/Volume5No12/Paper_10-Natural_Language_Processing.pdf
Making Content and Curriculum Accessible for ELs with Universal Design for Le...Erin Lowry
Universal Design for Learning (UDL) is a set of principles used to develop environments that give all individuals equal opportunities to learn. The presenter will share experiences and best practices for using UDL and digital technologies to make content areas and a rigorous curriculum accessible for ELs.
Curriculum, Assessments and Methods Literacy and Language Arts 4-.docxfaithxdunce63732
Curriculum, Assessments and Methods: Literacy and Language Arts 4-8 EED 475
EED-475 Language Arts Unit Plan
Benchmark Assignment and Rubric
Targeted Essential Learning
Effective teachers will utilize research-based, best practices to design, plan, implement, and manage instruction that aligns to language arts academic standards. (InTASC 1, 2, 4, 5, 6, 7, 10)
Assessment Tool Selected
Language arts mini-lesson plan
Specific Performance/Task(s)
· Create a standards-based unit plan of mini-lessons for a 4-8 grade classroom.
· Identify and utilize a variety of materials and resources in the plan.
· Utilize varied best-practice learning experiences.
· Manage materials, equipment, and other resources to affect the learning environment.
· Model and/or explain skills, concepts, attributes, and critical thinking processes.
· Collaborate in the design, implementation, and support of learning programs that develop students’ academic abilities.
Relevancy of Task to Teacher Candidate
By using a single piece of text to build a week long set of mini-lessons, classroom teachers will gain expertise in developing students’ reading achievement that is based on current research findings about how 4-8 grade students develop literacy.
General Practicum Information
· Practicum experience requirements, including the diversity and number of required hours for this course are specified in the Teacher Preparation Programs Practicum/Field Experience Manual.
· Complete the Practicum/Field Experience Observation and Activity Log including the names of the schools and grade levels where the observations took place and document the hours spent in the classroom. Submit the log to Taskstream along with your benchmark assignment after you have accumulated all of the required practicum/field experience hours for this course.
· Spend 20 hours in at least two different 4-8 grade classrooms. Throughout the practicum, observe and interview your mentors. Two observations must be in different grade levels and at least one observation must take place in a Title 1 school.
Assessment: Student Prompts/Teacher Directions
Benchmark Assignment: Language Arts Unit Plan
In the first part of the practicum, spend 3 hours each in three reading classrooms (9 hours total), grades 4-8. It is suggested that these initial observations occur during Topics 2-4. Analyze how instructors use strategies to ensure students’ understanding in the reading and writing components of the reading lessons. Determine how these strategies will influence the second part of the practicum.
A. Include both mainstream and language minority students.
B. Two observations must be in different grade levels and one observation must be in a Title 1 school.
C. Choose a specific grade and concept from the Arizona language arts academic standards.
In the second part of the practicum (between Topics 5 and 6), select one of the classrooms you observed and spend an additional 6 hours designing and teaching a week-lo.
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http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
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1. Computer Assisted Language Teaching (CALT)
Whether or not
Computer Assisted Language Teaching (CALT)
Offers wide range of accessories and possibilities
To ESL teachers to exploit language teaching
Such as:
motivation, critical thinking, learners’ autonomy, mixed-
ability class, interactivity and cross-cultural exposure.
3. Resource person: -
Sir Muhammad Shaban Rafi
Presented by: -
Maqsood Ahmad
ID# 090418002 (MSc Applied Linguistics)
University of Management and Technology
Johar Town. Lahore.
4. Introduction
What is CALT?What is CALT?
Computer Assisted Language Teaching (CALT)Computer Assisted Language Teaching (CALT)
Computer technologyComputer technology
To present, reinforce and assessTo present, reinforce and assess
CALT studiesCALT studies
Role of teacher and use of InformationRole of teacher and use of Information
Communication Technologies in second or foreignCommunication Technologies in second or foreign
language teaching.language teaching.
5. CALT Includes
Wide range of activitiesWide range of activities
Spanning materialsSpanning materials
Courseware developmentCourseware development
Pedagogical practicePedagogical practice
ResearchResearch
6. OFFERS A WIDE RANGE OFOFFERS A WIDE RANGE OF
POSSIBILITIES & ACCESSORIESPOSSIBILITIES & ACCESSORIES
MOTIVATIONMOTIVATION
CRITICAL THINKINGCRITICAL THINKING
LEARNERS’AUTONOMYLEARNERS’AUTONOMY
MIXED ABILITY CLASSMIXED ABILITY CLASS
INTERACTIVITYINTERACTIVITY
CROSS CULTURAL EXPOSURECROSS CULTURAL EXPOSURE
Computer Assisted Language Teaching
(CALT)
7. Motivation
Interest and MotivationInterest and Motivation
Games, Animated graphics, Problem solving techniquesGames, Animated graphics, Problem solving techniques
A Compatible learning styleA Compatible learning style
““fast” drill for one student and “slow” for another.fast” drill for one student and “slow” for another.
Flexible time for using computerFlexible time for using computer
Flexible learning.Flexible learning.
Immediate FeedbackImmediate Feedback
Instant feedbackInstant feedback
Help students ward off misconception very first stage.Help students ward off misconception very first stage.
8. Error analysisError analysis
Computer can analyze specific mistakesComputer can analyze specific mistakes
make students able to make self correction and understand themake students able to make self correction and understand the
principle behind the correct solutionprinciple behind the correct solution
Guided and repetitive practiceGuided and repetitive practice
Drill type materials are suitable for repetitive practicesDrill type materials are suitable for repetitive practices
Enable students learn concepts, key elements in subject areaEnable students learn concepts, key elements in subject area
Pre-determined to process syllabusPre-determined to process syllabus
Computer enhances learning processComputer enhances learning process
A pre-determined syllabus to process syllabusA pre-determined syllabus to process syllabus
9. Critical Thinking
Classroom Discussion and DebatesClassroom Discussion and Debates
Students challenged tension between two arguments.Students challenged tension between two arguments.
Students can pair and reasoning tasks are administered.Students can pair and reasoning tasks are administered.
Written AssignmentsWritten Assignments
Searching from internetSearching from internet
Serve as powerful vehiclesServe as powerful vehicles
Allow students to expand their thinking processesAllow students to expand their thinking processes
10. Learners’Autonomy
CALT offers a powerful self access facilityCALT offers a powerful self access facility
Freedom of choiceFreedom of choice
Call up programs whenever students wantCall up programs whenever students want
Useful in group activitiesUseful in group activities
Can do study skill activity at their own paceCan do study skill activity at their own pace
Can use time their own learning styles and strategiesCan use time their own learning styles and strategies
Provides learner opportunity to become part of theProvides learner opportunity to become part of the
skillsskills
11. Mixed-ability class
Reasons for DiversityReasons for Diversity
Different cultural backgroundsDifferent cultural backgrounds
School educationSchool education
How to overcome Mixed Diversity?How to overcome Mixed Diversity?
Lesson for understanding subjectLesson for understanding subject
Teacher can use different ways, contents, and productsTeacher can use different ways, contents, and products
Introduce content students do not realize beingIntroduce content students do not realize being
differentiateddifferentiated
13. Interactivity
ReadingReading
Choose a storyChoose a story
Look at two versions of the storyLook at two versions of the story
A variety of grammar learning activities, games,A variety of grammar learning activities, games,
writing short answerswriting short answers
WritingWriting
Explores arguments for an essayExplores arguments for an essay
Examines, organize, paragraphExamines, organize, paragraph
complete model essay for transition words, phrasescomplete model essay for transition words, phrases
14. ListeningListening
Teachers can develop autonomy in choosingTeachers can develop autonomy in choosing
materialsmaterials
Can use videos to enrich listening activitiesCan use videos to enrich listening activities
Can provide help to improve quality of listeningCan provide help to improve quality of listening
Speaking and PronunciationSpeaking and Pronunciation
Computers used to complete dialoguesComputers used to complete dialogues
Increase fluencyIncrease fluency
Oral language develops through oral practiceOral language develops through oral practice
15. Cross Cultural Exposure
CALT improves the cross culture exposureCALT improves the cross culture exposure
It gives so many chances to students to interactIt gives so many chances to students to interact
through out the world with the help of computer.through out the world with the help of computer.
16. CALT Empowers Learners
in-charge of their own Learning
A CALT teacher can nurture student selfA CALT teacher can nurture student self
directiondirection
Providing students with opportunitiesProviding students with opportunities
before, during and after instructionsbefore, during and after instructions
to exercise control of their own learningto exercise control of their own learning
17. CONCLUSION
After this search it is concluded that without empoweringAfter this search it is concluded that without empowering
students CALT is not so effective.students CALT is not so effective.
Teacher role in CALT should be only a facilitator.Teacher role in CALT should be only a facilitator.
CALT is so much effective that it must be introduced in allCALT is so much effective that it must be introduced in all
institutions of Pakistan.institutions of Pakistan.
Pakistan as a developing country can gain so muchPakistan as a developing country can gain so much
educational development through this teaching strategy.educational development through this teaching strategy.
18. References: - Breland,H.M. 1996. Computer-assisted writing assessment: The politics of science versus theBreland,H.M. 1996. Computer-assisted writing assessment: The politics of science versus the
humanities. New-York: Modern Language Association of America.humanities. New-York: Modern Language Association of America.
Esteras,S.R. 2003. English for computer users. Infotech: Third edition. Cambridge University.Esteras,S.R. 2003. English for computer users. Infotech: Third edition. Cambridge University.
EUROCALL – http://www.eurocall-languages.org/EUROCALL – http://www.eurocall-languages.org/
Hartoyo, Ma, Ph.D. 2006. Individual Differences in Computer Assisted Language LearningHartoyo, Ma, Ph.D. 2006. Individual Differences in Computer Assisted Language Learning
(CALL). Semarang: Universitas Negeri Semarang Press.(CALL). Semarang: Universitas Negeri Semarang Press.
History of CALL - http://www.history-of-call.org/History of CALL - http://www.history-of-call.org/
Kiliçkaya, Ferit. 2007. The Effect of Computer Assisted Language Learning on Turkisk Learners’Kiliçkaya, Ferit. 2007. The Effect of Computer Assisted Language Learning on Turkisk Learners’
Achievement on The TOEFL Exam.Achievement on The TOEFL Exam.
(Mary Anne Hess, http://www.weac.org/Home/Parents_Community/differ.aspx(Mary Anne Hess, http://www.weac.org/Home/Parents_Community/differ.aspx
Longman English Interactive www.esl.net/englishinteractive_34.htmlLongman English Interactive www.esl.net/englishinteractive_34.html
Adult Learning Activities www.cdlponline.org/Adult Learning Activities www.cdlponline.org/
http://www.planetenglish.comhttp://www.planetenglish.com
(DIWE 7) www.daedalus.com(DIWE 7) www.daedalus.com
www.writefix.com/www.writefix.com/
www.tellmemore.comwww.tellmemore.com
Connected Speech, http://www.masterspokenenglish.com/index.htmlConnected Speech, http://www.masterspokenenglish.com/index.html
www.linguistic-funland.comwww.linguistic-funland.com
www.englishmed.com/www.englishmed.com/
