This document provides a framework for articulating beliefs about language teaching by examining one's views of language, the social context of language, learning and learners, and teaching. It involves reflecting on questions in these areas to understand how one's experiences and beliefs guide decisions in language course design.
Running head LESSON PLAN 1LESSON PLAN 8Le.docxjeanettehully
Running head: LESSON PLAN 1
LESSON PLAN 8
Lesson Plan
Instructor: Antony Jacob
Cheanel Nolden
September 5, 2019
Lesson Plan
Unit Title: Introduction to Reading and Writing
Lesson (grade) Level: Grade 3
Subject Area: English
Lesson Title: Reading and Pronunciation
Demographics of the Classroom
The classroom environment for which this lesson plan is designed is culturally diverse. The class is comprised of whites, blacks, Hispanics, Asian Americans, and Native Americans. These groups of students total to 50. Out of this number, white students lead in population by 25, followed closely by Hispanics (15), Blacks (5), and Asian Americans (7). Native Americans are the least represented in the class, since they are only 3 students. The classroom is also comprised of 27 males and 23 females from different races and ethnicities. In this classroom environment, only whites and black students are native English speakers. The rest speak English as their second language. Therefore, they need more special attention in order to improve their English writing and reading proficiency. Although two people are persons with disability, their level of disability does not affect their language proficiency. This is particularly true because one student does not have the left ear lobe, while his colleague is crippled. Therefore, all their disability does not affect their five common senses and their ability to read and write.
Like other American classroom environments, the target class is a culturally diverse one. Therefore, the learners’ cultural backgrounds and family ties greatly influence the manner in which they learn. Americans continually live in the future, and this pattern expresses how students are motivated. On the other hand, many immigrants have a better connection with the past, a practice that can significantly motivate some to improve their intellectual competence. In Asian and Hispanic cultural contexts, the teacher is revered as an authority figure. To express respect, the students often look at the floor. For American learning environment, individualism and teacher-student relationships are promoted by the teachers ensuring that they are looked in the eye or for students to disagree with them. Culture plays a critical role in explaining why students act or speak in certain ways. With such knowledge in mind, teachers should understand that in case they are in diverse learning environments, they are taking part of various cultures. When the teacher is not familiar with different cultural and ethnic backgrounds and how they have been socialized, the instructor may begin to question their behaviors. Therefore, understanding each of the learners’ cultural backgrounds is a necessary step in ensuring that the lesson plan is designed in a manner that meets the learning needs of all students.
Lesson Standard
The lesson plan will be guided by the Common Core States Standards (CCSS) for English Language and Arts. The CCSS defines what all le ...
This slides discuss about the nature of language, the nature of learning and the nature of language learning. In addition, this slides discuss about method and techniques in language teaching and learning.
Role and importance of language in the curriculumAbu Bashar
The language is always believed to play a central role in learning. No matter what the subject area, students assimilate new concepts when they listen, talk, read and write about what they are learning. Speaking and writing reflects the thinking process that is taking place. Students learn in language, therefore if their language is weak, so is their learning.
Running head LESSON PLAN 1LESSON PLAN 8Le.docxjeanettehully
Running head: LESSON PLAN 1
LESSON PLAN 8
Lesson Plan
Instructor: Antony Jacob
Cheanel Nolden
September 5, 2019
Lesson Plan
Unit Title: Introduction to Reading and Writing
Lesson (grade) Level: Grade 3
Subject Area: English
Lesson Title: Reading and Pronunciation
Demographics of the Classroom
The classroom environment for which this lesson plan is designed is culturally diverse. The class is comprised of whites, blacks, Hispanics, Asian Americans, and Native Americans. These groups of students total to 50. Out of this number, white students lead in population by 25, followed closely by Hispanics (15), Blacks (5), and Asian Americans (7). Native Americans are the least represented in the class, since they are only 3 students. The classroom is also comprised of 27 males and 23 females from different races and ethnicities. In this classroom environment, only whites and black students are native English speakers. The rest speak English as their second language. Therefore, they need more special attention in order to improve their English writing and reading proficiency. Although two people are persons with disability, their level of disability does not affect their language proficiency. This is particularly true because one student does not have the left ear lobe, while his colleague is crippled. Therefore, all their disability does not affect their five common senses and their ability to read and write.
Like other American classroom environments, the target class is a culturally diverse one. Therefore, the learners’ cultural backgrounds and family ties greatly influence the manner in which they learn. Americans continually live in the future, and this pattern expresses how students are motivated. On the other hand, many immigrants have a better connection with the past, a practice that can significantly motivate some to improve their intellectual competence. In Asian and Hispanic cultural contexts, the teacher is revered as an authority figure. To express respect, the students often look at the floor. For American learning environment, individualism and teacher-student relationships are promoted by the teachers ensuring that they are looked in the eye or for students to disagree with them. Culture plays a critical role in explaining why students act or speak in certain ways. With such knowledge in mind, teachers should understand that in case they are in diverse learning environments, they are taking part of various cultures. When the teacher is not familiar with different cultural and ethnic backgrounds and how they have been socialized, the instructor may begin to question their behaviors. Therefore, understanding each of the learners’ cultural backgrounds is a necessary step in ensuring that the lesson plan is designed in a manner that meets the learning needs of all students.
Lesson Standard
The lesson plan will be guided by the Common Core States Standards (CCSS) for English Language and Arts. The CCSS defines what all le ...
This slides discuss about the nature of language, the nature of learning and the nature of language learning. In addition, this slides discuss about method and techniques in language teaching and learning.
Role and importance of language in the curriculumAbu Bashar
The language is always believed to play a central role in learning. No matter what the subject area, students assimilate new concepts when they listen, talk, read and write about what they are learning. Speaking and writing reflects the thinking process that is taking place. Students learn in language, therefore if their language is weak, so is their learning.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
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MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
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.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
3. ARTICULATING BELIEFS
The complex nature of beliefs and
understandings provides a teacher
guidance in his/her decisions
However, beliefs are not necessarily
something that teachers can easily
articulate or are completely aware of
(Johnson 1998).
4. ARTICULATING BELIEFS (cont.)
To understand where beliefs come from you
need to look at your past experience and the
beliefs about learning and teaching that grow
out of and guide that experience.
All of the influences – as a learner, as a
teacher, as a colleague – provide the basis
for your understanding of how languages are
taught and learned and the beliefs that guide
your choices.
5. ARTICULATING BELIEFS (cont.)
• In fact, there are multiple possibilities, multiple
justifications and multiple answers for the
questions arising during the process of course
design, depending on the context, on the
teacher’s experience and his beliefs and
understanding.
6. ARTICULATING BELIEFS (cont.)
The general advice is that more is not
necessarily better, and that course designer
must have confidence in his principles and
experience to make choices and decisions.
7. ARTICULATING BELIEFS (cont.)
• One framework for articulating your beliefs is
Stern’s in “Fundamental Concepts of Language
Teaching”(1983) and “Issues and Options in
Language Teaching” (1992). This framework is
modified by Graves (2000) which proposes that
we need to address the concepts of:
- Your view of language
- Your view of the social context of language
- Your view of learning and learners
- Your view of teaching
8. ARTICULATING BELIEFS (cont.)
BELIEFS ABOUT LANGUAGE
Questions:
- What language is?
- What being proficient in a language means?
- What you teach and how you teach it?
The answers to these questions can be different.
9. BELIEFS ABOUT LANGUAGE (cont.)
For example:
Bailey (1988):
Language = pronunciation, grammar, lexis
and discourse
Larsen-Freeman (1990):
Language = form , meaning and use
10. BELIEFS ABOUT LANGUAGE (cont.)
(Canale and Swain 1980, Omaggio
Hadley 1993)
Being proficient in a language =
Communicative competence
(grammatical, sociolinguistic, discourse
and strategic competences)
11. ARTICULATING BELIEFS (cont.)
If you believe that language is a rule-
governed system then learning a
language means learning to use it
accurately, with no grammatical
errors, which in turn leads to such
class activities as: correcting errors in
a letter.
12. ARTICULATING BELIEFS (cont.)
If you believe that language is meaning-
based then language teaching in class must
be meaningful and relevant to the students
in the class.
13. ARTICULATING BELIEFS (cont.)
DESCRIBING THE LANGUAGE
(Hutchinson &Water, 1993)
• Classical or traditional grammar
Language descriptions were based on an
analysis of the role played by each word in the
sentence. The form of each word would
change according to whether it was a subject,
object, indirect object and so on.
• Structural linguistics
The language is described in terms of
syntagmatic structures which carry the
fundamental prepositions (statement,
interrogative, negative, imperative etc..
14. Transformational Generative (TG)
Grammar
The grammar of a language is not the
surface structures themselves, but the
rules that enable language users to
generate the surface structures from the
deep level of meaning.
Language variation and Register analysis
Language varies according to the
context of use.
DESCRIBING THE LANGUAGE (cont.)
15. DESCRIBING THE LANGUAGE (cont.)
Functional/Notional grammar
Base on the description of language in
use instead of language forms. People use
language to carry out certain functions such
as persuading, clarifying, apologizing…
Discourse (Rhetorical) analysis
There is more to meaning than just the
words in the sentence. The context of the
sentence is also important in creating the
meaning.
16. ARTICULATING BELIEFS (cont.)
BELIEFS ABOUT THE SOCIAL CONTEXT OF LANGUAGE
Stern (1983, 1992): Social context
encompasses sociolinguistic, socio-cultural
and sociopolitical issues.
Sociolinguistic issues are concerned with how
language is adapted to fit (or not) the social
context.
Sociopolitical issues are concerned with how
a language of one social group (ethnic,
gender) is viewed by other social groups,
access to language and services …
17. BELIEFS ABOUT THE SOCIAL CONTEXT OF
LANGUAGE (cont.)
Socio-cultural issues are concerned with
the interaction between language and
culture, including social values (e.g. gender
differences), attitudes (e.g., towards roles
of men and women), norms (e.g., ways of
eating and greeting), customs (e.g.,
marriage customs) and products (e.g.,
literature, art..)
18. ARTICULATING BELIEFS (cont.)
BELIEFS ABOUT LEARNING AND LEARNERS
The fundamental issue around learning is
your view of how people learn and the
roles that enable them to learn.
Regarding LEARNING PROCESS, there
may be different views.
19. BELIEFS ABOUT LEARNING AND LEARNERS (cont.)
For example:
1- Learning is a process of problem solving
and discovery by learner – an inductive
process. The learner is viewed as the maker
of knowledge.
20. BELIEFS ABOUT LEARNING AND LEARNERS (cont.)
2- Learning can be perceived as the process
of applying received knowledge – a
deductive process. The learner is the
internalizer of knowledge.
3- Learning can be viewed as a cognitive
process, involving mental activities
21. BELIEFS ABOUT LEARNING AND LEARNERS (cont.)
4- Learning can be viewed as an affective
process, involving emotional connection
and risk-taking.
5- Learning can be viewed as a social
process, involving learning with others
(Stevick, 1998)
6- Learning can be viewed as involving
different intelligences such as visual,
kinesthetic, auditory and so on (Gardner,
1983)
22. BELIEFS ABOUT LEARNING AND LEARNERS (cont.)
Regarding ROLES OF LEARNERS
1- Learning may depend on individual effort in
which the learner works alone;
2- Learning may depend on a group effort in which
the learner may learn with or from each other;
3- Learners may be the source of expertise or
recipient of it;
4- Learners may be partners and the decision-
makers in the process or subordinates.
23. BELIEFS ABOUT LEARNING AND LEARNERS (cont.)
Regarding LEARNING FOCUS:
- Learning may be focusing on acquiring new
knowledge, or mastering skills, or developing
awareness, or learning about attitude.
- It may focus on how language works or on using
the language
- It may focus on the development of meta-
cognitive and critical thinking skills.
24. ARTICULATING BELIEFS (cont.)
Some questions about learning and learners:
1- Do learners learn better:
- when they can discover their own answers or
when they are given the correct answers?
- When they feel secure or when they are
challenged?
- Individually or through interaction with each
others?
2- Is the learner an expert?
3- Is he a partner in the learning process?
25. ARTICULATING BELIEFS (cont.)
BELIEFS ABOUT TEACHING
Beliefs about teaching and the role of
teacher are connected to beliefs
about learning. However, sometimes
what a teacher actually does in his
classroom may contradict to what
s/he believes.
26. BELIEFS ABOUT TEACHING (cont.)
Some questions about teaching and the role
of teacher:
1- Is the role of teacher the expert?
2- Is the role of teacher to provide answers
or is it to provide structures for finding
answers?
3- Does the teacher make all the decisions
or does she negotiate decisions with the
learners?
4- Is the teacher a collaborator in students’
learning?
5- Is the teacher a learner?
27. The process of teaching can be viewed on a continuum
The teacher transmits knowledge to students
The teacher and students negotiate the knowledge and
skills and methods of learning
The teacher makes decisions about knowledge and skills
to be learnt, tells students what to learn, or provides
models or examples and expects or helps students to
internalize them
The teaching process is viewed as providing problem-
solving activities and actively helping students to
negotiate them ; learning may be viewed as a process of
shared decision making with students
The students determine the problems to be solved and
use the teacher as a language and culture resource.
28. A FRAMEWORK FOR ARTICULATING
YOUR BELIEFS (SUMMARY)
1- YOUR VIEW OF LANGUAGE
For example:
language is rule-governed, meaning-
based, a means of self-expression, a
means of learning about oneself and the
world, a means of getting things done
29. A FRAMEWORK FOR ARTICULATING
YOUR BELIEFS (SUMMARY)
2- YOUR VIEW OF THE SOCIAL CONTEXT OF
LANGUAGE
For example:
The social context of language includes
sociolinguistic issues such as adapting language
to fit the context, socio-cultural issues such as
cultural values and customs which may be in
harmony with or in conflict with those of the
learners’ culture, and sociopolitical issues such
as access to work and education.
30. A FRAMEWORK FOR ARTICULATING
YOUR BELIEFS (SUMMARY)
3- YOUR VIEW OF LEARNING AND LEARNERS
For example:
• Learning is deductive or inductive process;
learning occurs in community or individually;
learning is the acquisition of knowlwdge and skills;
learning is the development of meta-cognitive and
critical thinking skills.
• Learners have affective, cognitive and social
needs; learners receive knowledge or construct
knowledge; learners follow directions or direct
their own learning.
31. A FRAMEWORK FOR ARTICULATING
YOUR BELIEFS (SUMMARY)
4- YOUR VIEW OF TEACHING
For example:
• Teaching is knowledge transmission,
management of learning, providing of
learning structure, a collaborative process.
• The teacher is a decision maker,
knowledge transmitter, provider of
learning structures, collaborator, resource.