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What, they don’t Know English???

What, they don’t Know English???. Katalin McChesney ESL teacher Danville Schools. About me. ESL - adults/ children K-12 -11 years Part-time ESL, part-time Migrant itinerant teacher -I go to 4 or 5 schools

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What, they don’t Know English???

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  1. What, they don’t Know English??? KatalinMcChesney ESL teacher Danville Schools

  2. About me • ESL - adults/ children K-12 -11 years • Part-time ESL, part-time Migrant • itinerant teacher -I go to 4 or 5 schools • Work with small group of students or one-on-one/ pull-out or before school starts • No grades/ W-APT/ State assessment- ACCESS • Have a wide variety of levels from newcomers to almost fluent

  3. My students • Transient (some are migrant) • Might have interruption in their education • Mostly Spanish-speaking • Faced with adult roles as interpreters for the family • Some were born in the US, but grew up in a monolingual environment

  4. MY STUDENTS

  5. Objective • I can intentionally choose activities for English Language Learners that helps them lower their anxiety level and motivates them to write.

  6. Warm-up • Blurt • What is the first thing that comes to your mind when you hear ESL (English as a Second Language)?

  7. Quick Write • Write what you already know about teaching English language learners? • Pair/Share

  8. Video • http://www.youtube.com/watch?v=DH5sGa5WJWs&feature=related

  9. Questions about ELLS • Write a question/questions you might have about ELLs? • Share with your group

  10. RESEARCH SAYS • “Language is viewed as a vehicle for communicating meanings and messages.” • Authentic and meaningful communication should be a goal of classroom activities Richards • BICS- Basic Interpersonal Communication Skills - 2 years • CALP- Cognitive Academic Language Proficiency – 5-7 years Cummins

  11. Research continued • The affective filter theory –Krashen Natural Approach • -Learners emotional state or attitude is like an adjustable filter that freely passes or blocks input necessary to acquisition • The best methods supply 'comprehensible input' in low anxiety situations, containing messages that students really want to hear. • 3 variables • Motivation • Self-confidence • Anxiety

  12. Put yourself in their shoes • How many of you had English Language Learners in your classes? • Stand up if – you ever lived in a foreign country or visited one where English wasn’t the main language • learned a foreign language • Tried to communicate with somebody who did not speak your language • Watched a foreign language movie without the subtitles • Received mail or e-mail in another language • Tried to write something in another language

  13. BújjunkBele a Bőrükbe! • Ha én rózsa volnék, nem csak egyszer nyílnék,Minden évben négyszer virágba borulnék,Nyílnék a gyereknek, nyilnék én a lánynak,Az igaz szerelemnek és az elmúlásnak.Ha én kapu volnék, mindig nyitva állnék,Akárhonnan jönne, bárkit beengednék,Nem kérdezném tőle, hát téged ki küldött,Akkor lennék boldog, ha mindenki eljött.

  14. Vers második rész Ha én ablak volnék, akkora nagy lennék,Hogy az egész világ láthatóvá váljék,Megértő szemekkel átnéznének rajtam,Akkor lennék boldog, ha mindent megmutattam.Ha én utca volnék, mindig tiszta lennék,Minden áldott este fényben megfürödnék,És ha egyszer rajtam lánckerék taposna,Alattam a föld is sírva beomolna.Ha én zászló volnék, sohasem lobognék,Mindenféle szélnek haragosa lennék,Akkor lennék boldog, ha kifeszítenének,S nem lennék játéka mindenféle szélnek

  15. kÉrdések • Miről szól ez a vers? • Milyen dolgokat említ a költő a versében? • Milyen képet tudnánk lerajzolni az egyes verszakokról? • Az elsőt én bemutatom • Rózsa- virágzik 4 évszakban • 2 perc alatt rajzoljátok le a verszakban láttok.

  16. How did you feel? • Talk to your partner about your experience • Share with the whole group • Let’s try this again.

  17. Bródy János Ha én Rózsa volnék • After the video you can use your iPhones to look up words in an online dictionary. • Try http://szotar.sztaki.hu/index.hu.jhtml • http://www.youtube.com/watch?v=eXOabbfjNJs

  18. Did you get it? • What was the poem about? • What helped you the second time? • Make a quick list of the things, I could have done to help you understand more • Share

  19. Why is it so difficult? • Social language vs. Academic language • Students are at different language proficiency levels • Parental involvement • No literacy in 1st language • Influence of home language • Word by word translation doesn’t work. • What is wrong here? Is it English or Engrish?

  20. t • wor

  21. Considerations • Teachers demonstrate how writing and reading are connected. • Teachers model exemplary writing practices for their students and demonstrate how writers write about topics that are meaningful to them. • Teachers teach grammar in the context of actual writing. • Education Alliance/Brown University

  22. How do I make ELLs motivated to Write? • Getting to know the students - • Example: Introduction activities • Writing samples • Surveys • Writing samples • Interviews- Write down 5 Wh-questions. • Ask your partner and introduce him/her • Icebreakers • ---lowering anxiety----

  23. How do I make Ells motivated to write • Build oral language • Rehearse orally before writing • Think-Pair-Share • Write interactively with students and verbalize own thinking as you write- use Think Alouds • Use pictures, visuals, graphic organizers, realia, acting out • Implement structured vocabulary development as part of your instruction • Give essential vocabulary in Word box

  24. Icebreaker • 3 truths and a lie • My grandmother is 90 years old. • I have been to Africa. • I eat fish but no meat. • I have a younger sister. • Student comment: “I’m going to tell my mom you taught us how to lie.”

  25. Warm up Before writing • Bean bag toss – vocabulary or sentence building • I am going to….. • My dad was….

  26. Games • Guess what? • Wh- writing game • Musical Questions • Charades • 20 questions • ----activating background knowledge----

  27. Language Experience Approach • 1. conversation to identify an experience or topic (field trip, preparing food, making a card.) • 2. record student’s words exactly as spoken – print • Let students write if they are able, if not they can dictate it to you or a partner • 3. read story asking the students to read along with you • 4. student selects meaningful words- making word cards • 5. teach selected words

  28. Make writing meaningful • Student writing sample • Think about something that somebody helped you with at the Summer Institute and dictate • a short thank you note to a partner • Take turns.

  29. remember • With English Language Learners writing is usually the last area to develop but there are some who feel more comfortable writing than speaking • First listening, then speaking, reading and then writing • Build on lots and lots of oral language with small group and a partner • Give yourself a pat in the back

  30. BEST PRACTICE • Social • Collaborative • Authentic

  31. Exit Slip • What can you do to lower the anxiety of your ELLs or struggling students and motivate them to write?

  32. Resources • http://www.literacyconnections.com/InTheirOwnWords.php • www.suite101.com/content/language-experience-approach-a51007 • http://www.cal.org/caela/esl_resources/digests/LEA.html • NCLR Educating English Language Learners: Implementing Instructional Practices

  33. Questions????

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