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L.E.G.O.- Reflective Tools for TEYL Independent Learning. Nettie Boivin Qatar University TESOL Boston 2010 firstname.lastname@example.org. ENGAGEMENT!!!!!!!. BEFORE WE START: Turn to your neighbour. Introduce yourself Tell them one moment of “engagement” in your life! After we will discuss. AGENDA.
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TESOL Boston 2010
BEFORE WE START:
1) Difference between lower and upper primary students.
2) Social language (BICS) versus cognitive academic language proficiency (CALP).
3) Teachers must engage the student.
5) Noticing is effective.
6) Scaffolding and modelling.
Using the 10 truths assess the differences between
creating a lesson for an adult class versus a young
learner class and give examples.
(Piaget,1967; Gibson, 1988; Case, 1985; Owens, 1996; Macaro, 2001; Chamot, 1996; Bruner,1990; Flavell & Miller, 1993; Brown,1976; Tomasello, 2003)
You are given a lesson. In groups alter the lesson to fit the developmental differences.
GROUP A is child learner- 20 students, English class once a week in a TEFL setting.
GROUP B is young learner-18 students, English class once a week in a TEFL setting.
BICS contextual social language used both outside and inside the classroom
(Baker, 2001; Cummins; 2001;MacKay 2006).
CALP is decontextualized and embedded
(Bachman and Palmer, 1996)
What types of learning strategies (LS) are there?
Working to create materials to suit each type. Which best suit what age?
Literacy skills affected by socio-cultural differences
Language learning cultural strategy differences
Extensive socio-cultural knowledge for learning
Environmental factors effecting language learning
Group interaction and attitudes
Optimum integration of ownership between all the shareholders in the language ecology
Optimum integration of ownership by all the shareholders of the language ecology.
Cohen, A., & Macaro, E. (ed). (2007). Language Learner Strategies. Oxford: Oxford University Press.
Genesee, F. (2006). Introduction. In F. Genesee (ed.), Educating Second Language Children (pp. 4-5). Cambridge: CUP.
Macaro, E. (2001). Learning Strategies in Foreign and Second Language Classrooms. London: Continuum.