The most important aspects related to the acquisition
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The document discusses key aspects of acquiring a foreign language (FL), including oral communication, reading, and writing. It emphasizes the importance of listening comprehension and notes activities to develop it like songs, stories, and audio clips. Speaking is also highlighted as needing accuracy and oral practice. Reading reinforces oral skills while writing strengthens grammar and is a useful communication tool. A variety of writing activities are outlined from word to sentence level. Songs, games, real objects (realia), flashcards and technology are identified as helpful resources for teaching a FL.
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The most important aspects related to the acquisition
The document discusses key aspects of acquiring a foreign language (FL), including oral communication, reading, and writing. It emphasizes the importance of listening comprehension and notes activities like songs, rhymes, and clips to introduce listening in the classroom. Speaking is described as complex but requiring accuracy, and teachers should design oral practice procedures. Reading may reinforce oral input through symbol-sound relationships. Writing reinforces grammar and is a useful skill developed through controlled, guided, and free activities. Songs, games, realia, flashcards and technology resources are also discussed as tools to teach a FL.
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This document discusses reading and writing skills. It explains that reading involves recognizing letters, words, meanings and understanding connections between sentences through grammar, vocabulary and world knowledge. Writing is a productive skill that involves producing letters, words, sentences and texts. The document outlines key concepts and stages of reading such as pre-reading, during reading and post reading activities. It also discusses writing subskills like accuracy and communicating a message as well as the stages of writing such as brainstorming, drafting and editing. The document notes that reading and writing skills develop differently depending on a learner's age and level.
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This document outlines three steps for teaching vocabulary: 1) Presenting new words using techniques like visual images, gestures, context examples, and lexical relations; 2) Helping students remember words through review games, learning with peers, and other memorization activities; 3) Ensuring students make the words their own through personalized vocabulary records, creative writing exercises, and meta-cognitive reflection. The document also lists online resources for teaching vocabulary.
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The document discusses listening and speaking skills. It defines listening as understanding meaningful sounds of language. Successful listening requires understanding context, language knowledge, and subskills. Spoken language differs from written in being ephemeral, using intonation and gestures, and containing informal elements. Speaking involves expression to others using pronunciation, grammar, vocabulary and interaction strategies. Both skills require practice with accuracy and fluency, in varied activities preparing learners to communicate.
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The most important aspects related to the acquisition
The document discusses key aspects of acquiring a foreign language (FL), including oral communication, reading, and writing. It emphasizes the importance of listening comprehension and notes activities like songs, rhymes, and clips to introduce listening in the classroom. Speaking is described as complex but requiring accuracy, and teachers should design oral practice procedures. Reading may reinforce oral input through symbol-sound relationships. Writing reinforces grammar and is a useful skill developed through controlled, guided, and free activities. Songs, games, realia, flashcards and technology resources are also discussed as tools to teach a FL.
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The document discusses integrating the four main language skills - reading, writing, listening, and speaking - into the classroom. It argues that production and reception are interconnected and interacting involves both sending and receiving messages. Integrating the skills allows students to learn in a natural way through authentic language use and tasks that build upon each other to encourage communication.
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The document discusses language choice and use of first language versus second language in the classroom. It explores why teachers and students use first language, including lack of competence, developing tasks, controlling discipline, giving feedback, explaining, translating, giving instructions, checking understanding, gaining attention, testing, and friendly talk. Code switching between first and second languages is common when students and teachers share the same mother tongue.
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The document discusses teaching vocabulary in schools. It notes that schools currently do little to promote vocabulary development, especially in early elementary years. It recommends defining an essential vocabulary for high school graduates and providing direct explanations of words. A greater teacher-centered effort is needed to systematically introduce and explain new vocabulary to students from an early age to help close achievement gaps and allow most children to learn vocabulary at a normal rate.
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This document discusses various classroom resources for teaching vocabulary, including dictionaries, readers, coursebooks, and corpora. It explains that knowing a word involves understanding its meaning, pronunciation, register, part of speech, and other facets. Vocabulary is learned both intentionally through lists and activities, and incidentally through exposure in texts. Coursebooks aim to include useful, frequent words at an appropriate level of difficulty. Other classroom resources that can support vocabulary learning include the teacher's language, stories they share, and peer interactions.
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The document discusses effective strategies for teaching English vocabulary. It outlines ideas from three researchers - Michael Lewis, Solange Moras, and Paul Nation. Lewis' Lexical Approach emphasizes teaching vocabulary through meaningful phrases and chunks rather than individual words. Moras discusses using mental linkages and review to transfer words from short-term to long-term memory. Nation proposes 10 best ideas for teaching vocabulary, including using the four strands of meaning-focused input/output and language-focused learning, extensive reading, guessing from context, and encouraging learner autonomy. The document emphasizes that vocabulary learning is fundamental for students and teachers should use a variety of strategies, authentic materials, and encourage practice and repetition to help students acquire new words effectively.
How to teach vocabulary
Definition
Vocabulary is a list or collection of words arranged in alphabetical order and explained, a dictionary or lexicon, either of a whole language, a single work or author, a branch of science, or the like, a word book.
INTRODUCING VOCABULARY
Example 4 below is clearly designed to focus the students’ attention on an aspect of vocabulary.
Example 1 : Walking, running, jumping
Focus : verb of movement
Age : adult
Level : beginner
Example 2 : Inviting
Focus : Functional language
Age : adult
Level : pre-intermediate
Example 3 : Explaning what you mean
Focus : type, kind, something you use
Age : young adult plus Level : intermediate
Example 4 : Word formation
Focus : prefixes and suffixes
Age : young adult plus
Level : upper intermediates
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Vocabulary Teaching and Learning
Vocabulary teaching and learning strategies can be effective ways to help students build their word knowledge. Some key strategies discussed in the document include Nation's strategies of using context clues, word parts, and dictionaries. Code-mixing, where words from the first and second language are combined, was found to help students learn new second language words. Read-aloud strategies, where the teacher reads aloud and discusses meanings, allowed students to successfully gain new vocabulary. Story-telling was also shown to help children derive word meanings from context. Spelling instruction in addition to pronunciation was found to better help students remember words.
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The document describes a lesson plan using the direct method to teach English speaking skills to first grade students in Pakistan. Some key points:
1) The direct method was used to teach vocabulary words and develop speaking skills through activities without using the students' native language.
2) Various exercises were conducted including picture identification, repetition drills, arranging scrambled words, and role playing to reinforce vocabulary and speaking in sentences.
3) The lesson was successful in improving students' fluency, vocabulary, and confidence in speaking English according to the conclusion.
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The document discusses important aspects of acquiring a foreign language, including oral communication through listening and speaking, reading to reinforce oral input, and writing which reinforces grammar and is a useful communication skill. It provides examples of classroom activities for each, such as using songs, games, realia and flashcards, as well as guidance on introducing listening, speaking, and the stages of writing development. Resources that can aid foreign language teaching include songs, games, real objects, flashcards, and technical tools.
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The document discusses various aspects of teaching vocabulary and grammar. It addresses that teaching vocabulary needs to focus on meaning, form, use and other elements. Grammar teaching should balance form and function to help students communicate effectively. Various activities are suggested for teaching vocabulary and grammar, including deliberate teaching, strategy training, and giving repeated attention to target words. The document emphasizes that both vocabulary and grammar need to be taught through meaningful, communicative activities.
Respond to two of your peers1.Mitzi McDowell222017 114518 .docx
Respond to two of your peers
1.Mitzi McDowell
2/2/2017 11:45:18 AM
The difference between conversational fluency, discrete language skills and academic language proficiency as defined by Cummins is simple.
As per Cummins (2007)
conversational fluency
is exactly that conversational English they have picked up on from daily interactions ex.”
on the playground, in the lunch room, on the school bus, at parties, playing sports and talking on the telephone”
.
When it comes to
discrete language skills
, ELL’s have an understanding of letters and how we make new words by changing the ending (-es, -ly –ing), but may not know when to or how to use properly.
And lastly
academic language
deals with listening speaking reading and writing the English language (Honigsfeld & Cohen 2015).
They all build on one another to form the complete understanding a student will need when being competitive in the work force / college level.
As an instructor it is important to know where our students fail, because it is important to know what our students understand and where they are.
It is an educator’s job to teach on a level of understanding and when they don’t problems arise when an educator thinks a child is proficient in a language when they can demonstrate good social English.
One negative implication for ELL students when teachers mix up their understanding of conversational language with academic language proficiency is test scores could be poor.
A student may be able to speak clear, but may not be able to read and understand the same language, and their grades will reflect disconnect of the two language proficiencies.
An activity that could be used in class for the conversational fluency is a game called It’s Your Turn: Teach a Class.
In this activity pair of students is given a grammar word, vocabulary or culture point and they will teach the class.
What I love about this activity, they have to work together and this will help both students get an even better understanding.
As the teacher observes they also get to ask questions to make sure content is given for full understanding.
I feel this will help with the conversational fluency students, because they will have to speak the content to the class and this may help them get a better understanding of a lesson. When people have to explain things to others it helps for more understanding, so the conversation skills they have obtained will get them through the lesson but also help moving to the next level of CALP (cognitive academic language proficiency).
www.
fluent
u.com/english/educator/blog/speaking-
activities
-for-esl-students/
An activity for the discrete language skills that will help building the skill is Bippity Boppity Bumble Bee.
With this activity, it gets everyone involved from beginning to end, it helps with noticing syllables within words.
It will teach them how to break words up even if it is unfamiliar words they encounter for the first time. The teacher will ...
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This document discusses the teacher's role in developing speaking skills among students. It outlines that the teacher should act as a collaborator and observer, encouraging participation from all students through small group activities. Some techniques discussed include imitative practice through drills and games initially, followed by more communicative activities like role-plays, discussions, and speeches. The document also provides examples of different classroom activities that can be used, such as gap activities, role-plays, discussions and short speeches. It emphasizes that practice is important for developing fluency and removing hesitation, while also avoiding criticism so students are not intimidated.
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Teachers need extensive training in linguistics and language acquisition to effectively teach English language learners. This includes understanding how first and second languages are acquired, the structure of the English language, common errors students make, and strategies to support language development. Teachers should form small groups to target instruction to different proficiency levels. They must also evaluate students in a way that supports growth and avoids unfairly hindering students still learning English. Overall, teachers play a key role in developing students' language and literacy skills.
Teaching vocabulary
The document discusses teaching vocabulary in schools. It notes that schools currently do little to promote vocabulary development, especially in early elementary years. It recommends defining an essential vocabulary for high school graduates and providing direct explanations of words. A greater teacher-centered effort is needed to systematically introduce and explain new vocabulary to students from an early age to help close achievement gaps and allow most children to learn vocabulary at a normal rate.
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The document discusses integrating language skills through games. It provides several examples of classroom activities that combine listening, speaking, reading and writing skills in a continuous sequence. The activities are meant to practice language structures, extend student use of the target language, and develop multiple skills within a single context. Some example activities include Name Bug, Stop, Speed Dictation and Body Maths. The document emphasizes creating continuity across activities, providing input before output, and maintaining student motivation.
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The document discusses using target language assessments in K-8 world language classrooms rather than translating assessments. Presenters will demonstrate various assessment methods and tools that promote the use of the target language over translation. "Can-Do" statements can be used as an assessment tool to involve parents and generate interest in language programs.
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This document discusses strategies for meeting the affective, cognitive, and linguistic needs of English language learners (ELLs). It recommends using clear content and language objectives, graphic organizers, hands-on materials, cooperative learning, academic language instruction, and visual aids. The document also emphasizes building background knowledge, incorporating technology, and creating a welcoming classroom environment to support ELL affective needs. Effective strategies include focusing on message over grammar and allowing use of native language between students.
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This document discusses various classroom resources for teaching vocabulary, including dictionaries, readers, coursebooks, and corpora. It explains that knowing a word involves understanding its meaning, pronunciation, register, part of speech, and other facets. Vocabulary is learned both intentionally through lists and activities, and incidentally through exposure in texts. Coursebooks aim to include useful, frequent words at an appropriate level of difficulty. Other classroom resources that can support vocabulary learning include the teacher's language, stories they share, and peer interactions.
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The document discusses effective strategies for teaching English vocabulary. It outlines ideas from three researchers - Michael Lewis, Solange Moras, and Paul Nation. Lewis' Lexical Approach emphasizes teaching vocabulary through meaningful phrases and chunks rather than individual words. Moras discusses using mental linkages and review to transfer words from short-term to long-term memory. Nation proposes 10 best ideas for teaching vocabulary, including using the four strands of meaning-focused input/output and language-focused learning, extensive reading, guessing from context, and encouraging learner autonomy. The document emphasizes that vocabulary learning is fundamental for students and teachers should use a variety of strategies, authentic materials, and encourage practice and repetition to help students acquire new words effectively.
How to teach vocabulary
Definition
Vocabulary is a list or collection of words arranged in alphabetical order and explained, a dictionary or lexicon, either of a whole language, a single work or author, a branch of science, or the like, a word book.
INTRODUCING VOCABULARY
Example 4 below is clearly designed to focus the students’ attention on an aspect of vocabulary.
Example 1 : Walking, running, jumping
Focus : verb of movement
Age : adult
Level : beginner
Example 2 : Inviting
Focus : Functional language
Age : adult
Level : pre-intermediate
Example 3 : Explaning what you mean
Focus : type, kind, something you use
Age : young adult plus Level : intermediate
Example 4 : Word formation
Focus : prefixes and suffixes
Age : young adult plus
Level : upper intermediates
Learning spoken english with color vowel chart
Through this presentation, the participants will be able to understand & teach English vowel sounds through the color vowel chart.
Session3
Academic literacy refers to the habits and dispositions needed to effectively engage in college-level thinking, reading, writing, and discussion. Students must understand logical, emotional, and personal appeals used in arguments. They also need skills to define, summarize, analyze, compare and contrast, and evaluate information. Additionally, students should comprehend audience, tone, language usage, and rhetorical strategies within different disciplines.
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Vocabulary teaching and learning strategies can be effective ways to help students build their word knowledge. Some key strategies discussed in the document include Nation's strategies of using context clues, word parts, and dictionaries. Code-mixing, where words from the first and second language are combined, was found to help students learn new second language words. Read-aloud strategies, where the teacher reads aloud and discusses meanings, allowed students to successfully gain new vocabulary. Story-telling was also shown to help children derive word meanings from context. Spelling instruction in addition to pronunciation was found to better help students remember words.
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The document describes a lesson plan using the direct method to teach English speaking skills to first grade students in Pakistan. Some key points:
1) The direct method was used to teach vocabulary words and develop speaking skills through activities without using the students' native language.
2) Various exercises were conducted including picture identification, repetition drills, arranging scrambled words, and role playing to reinforce vocabulary and speaking in sentences.
3) The lesson was successful in improving students' fluency, vocabulary, and confidence in speaking English according to the conclusion.
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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.
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The most important aspects related to the acquisition
The document discusses important aspects of acquiring a foreign language, including oral communication through listening and speaking, reading to reinforce oral input, and writing which reinforces grammar and is a useful communication skill. It provides examples of classroom activities for each, such as using songs, games, realia and flashcards, as well as guidance on introducing listening, speaking, and the stages of writing development. Resources that can aid foreign language teaching include songs, games, real objects, flashcards, and technical tools.
Innovative methodologies for_esl_teachers_-_ruby
This document summarizes different English language teaching methods throughout history from 1800 to present day. It begins by outlining various methods in chronological order such as the Grammar Translation Method, Direct Method, Audio-Lingual Method, and others. For each method, it provides the underlying language theory, teacher and student roles, and examples of techniques used. It then discusses changes in English language teaching approaches over time from a teacher-centered model to a learner-centered one. Finally, it outlines 21st century skills such as critical thinking, problem solving, communication, collaboration, and digital literacy that are important for today's students.
Teaching vocabulary & grammar
The document discusses various aspects of teaching vocabulary and grammar. It addresses that teaching vocabulary needs to focus on meaning, form, use and other elements. Grammar teaching should balance form and function to help students communicate effectively. Various activities are suggested for teaching vocabulary and grammar, including deliberate teaching, strategy training, and giving repeated attention to target words. The document emphasizes that both vocabulary and grammar need to be taught through meaningful, communicative activities.
Respond to two of your peers1.Mitzi McDowell222017 114518 .docx
Respond to two of your peers
1.Mitzi McDowell
2/2/2017 11:45:18 AM
The difference between conversational fluency, discrete language skills and academic language proficiency as defined by Cummins is simple.
As per Cummins (2007)
conversational fluency
is exactly that conversational English they have picked up on from daily interactions ex.”
on the playground, in the lunch room, on the school bus, at parties, playing sports and talking on the telephone”
.
When it comes to
discrete language skills
, ELL’s have an understanding of letters and how we make new words by changing the ending (-es, -ly –ing), but may not know when to or how to use properly.
And lastly
academic language
deals with listening speaking reading and writing the English language (Honigsfeld & Cohen 2015).
They all build on one another to form the complete understanding a student will need when being competitive in the work force / college level.
As an instructor it is important to know where our students fail, because it is important to know what our students understand and where they are.
It is an educator’s job to teach on a level of understanding and when they don’t problems arise when an educator thinks a child is proficient in a language when they can demonstrate good social English.
One negative implication for ELL students when teachers mix up their understanding of conversational language with academic language proficiency is test scores could be poor.
A student may be able to speak clear, but may not be able to read and understand the same language, and their grades will reflect disconnect of the two language proficiencies.
An activity that could be used in class for the conversational fluency is a game called It’s Your Turn: Teach a Class.
In this activity pair of students is given a grammar word, vocabulary or culture point and they will teach the class.
What I love about this activity, they have to work together and this will help both students get an even better understanding.
As the teacher observes they also get to ask questions to make sure content is given for full understanding.
I feel this will help with the conversational fluency students, because they will have to speak the content to the class and this may help them get a better understanding of a lesson. When people have to explain things to others it helps for more understanding, so the conversation skills they have obtained will get them through the lesson but also help moving to the next level of CALP (cognitive academic language proficiency).
www.
fluent
u.com/english/educator/blog/speaking-
activities
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An activity for the discrete language skills that will help building the skill is Bippity Boppity Bumble Bee.
With this activity, it gets everyone involved from beginning to end, it helps with noticing syllables within words.
It will teach them how to break words up even if it is unfamiliar words they encounter for the first time. The teacher will ...
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This document discusses the teacher's role in developing speaking skills among students. It outlines that the teacher should act as a collaborator and observer, encouraging participation from all students through small group activities. Some techniques discussed include imitative practice through drills and games initially, followed by more communicative activities like role-plays, discussions, and speeches. The document also provides examples of different classroom activities that can be used, such as gap activities, role-plays, discussions and short speeches. It emphasizes that practice is important for developing fluency and removing hesitation, while also avoiding criticism so students are not intimidated.
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The most important aspects related to the acquisition
- 1. The most important aspects related to the acquisition of a FL
- 2. 1. Oral communication It includes listening and speaking.
- 3. It is important because… Listening - Listening provides a comprehensible input - It is essential for language processing - It’s needed in real life - It allows students to distinguish sounds, stress and intonation patterns. How can we introduce it in the classroom? -Using songs and rhymes -Through storytelling -Using listening clips
- 4. Speaking Speaking is a complex cognitive process where listening also plays an important role. The student’s early production of language, whether this has been naturally acquired or formally instructed, needs accuracy. Though oral language should be integrate with listening, some further practice is necessary to improve production. Our aim as teachers is to design procedures to involve students in this oral practice.
- 6. 2. Reading Reading in the classroo may serve as a reinforcement of the oral input. This helps the recognition of the symbol-sound relationships within a given semantic context. Reading should be encouraged in and out the class. For that, it’s necessary a selection of appropiates texts and activities according to the students’ interests.
- 7. 3. Writing Not only reinforces the grammatical structures but also help learners to learn. It can be the natural outlet and consolidation for other skills It is a useful communication channel Stages: -Controlled Writing -Guided Writing - Free Writing
- 8. Writing activities Controlled activities: At the word level we deal with vocabulary, spelling and pronunciation. Some activities are: -Forming words with jumbled letters -Game “Hangman” -Crosswords. Controlled activities: At sentence and texts level: -Transformation: singular to plural, present to past… -Punctuating a text -Putting words in the correct position in a sentence. -Jumbled words to form coherent sentences.
- 9. Writing activities Guided activities: It consists of giving students some guidelines in order to orientate them to writing. Paragraph 1: What is the name of you school? How long have you been here? Paragraph 2: What is the building like? It is new or old? Free activities: -Note taking -Writing summaries -Writing essays -Letter writing -Writing reports
- 10. Resources to teach a FL. Songs Games Realia Flashcards Technical resources
- 11. Songs are designed to be learned and repeated by the whole class together. They are also intended to be sung by young children who are at the same time performing the actions described by the words of the song. The use of games help to create context in which the participants find themselves in the position of making meaningful and purposeful use of language Activities with songs: Some Games are: -Answering questions about the text of a song. -Working with opposites -Reordering the words of a song -Finding words that rhyme -Bingo -Word chain -Guess the word -Picture dictation and drawing -Happy families
- 12. Realia Real and simple objects can be used for teaching new vocabylaro or doing many different activities.
- 13. Flashcards Can be stuck on the classroom walls to create an atmosphere around the topic we are working around. -Show the flashcards -Substitution dialogues -Classify the pictures -Picture dictionary
- 14. We can also use technical resources that allow teachers to create motivating activities or to find many different resources and activities through the internet.