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| EDU 512 1. Sociopolitical and Institutional Context | |
| Distinguish between Basic Interpersonal Communication Skills (BICS) and Cognitive Academic Language Proficiency (CALP) as it applies to language curriculum. Basic interpersonal communication skills are language skills needed in social situations. It is the day-to-day language needed to interact socially with other people. English language learners use them when they are on the playground, in the lunch room, playing sports, on the school bus, at parties, and talking on the telephone. These skills are not very demanding cognitively. The language required is not specialized. These language skills usually develop within six months to two years after arrival in the U.S. While CALP refers to formal academic learning. This includes listening, speaking, reading, and writing about subject area content material. This level of language learning is essential for students to succeed in school. Students need time and support to become proficient in academic areas. This usually takes from five to seven years. | Number of Messages: 1
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| 2. Intrisic vs. extrinsic | |
| Differentiate between Intrinsic v.s. Extrinsic motivation. Intrinsic motivation is when one is self motivated. According to some research like Abraham Maslow (1970) and Jerome Bruner (1962) it is more power than extrinsic motivation. Extrinsic motivation is carried out in anticipation of a reward from the outside and beyond self. Example of extrinsic motivation can be reward, grades, prize and many more. | Number of Messages: 1
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| 3. Role of the Learner | |
| Describe how the role of the learner of ESL has evolved in the language learning process. During traditional education the learners of a second language were like receivers. They were more restricted compare to the modern world society that we are living. Nowadays students can make their voice hear in the classroom. They can provide their opinion to their teacher; they can have big debate about the topic in question and express themselves. They can share their idea with their peers by working together. In another word there is a great teacher-students and student-students interaction which facilitates learning to take place. | No Messages |
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| 4. Multicultural Approaches | |
| List the different Multicultural Approaches in language teaching. Language and culture are intricately intertwined. Whenever we teach a language, we also teach a complex system of cultural customs, values, and ways of thinking, feeling, and acting. Classroom applications can include the following: - Discuss cross-cultural differences with you students, emphasizing that no culture is “better than other, but that cross-cultural understanding is an important facet of learning language.
- 2. Include techniques in which activities and materials can demonstrate the connection between language and culture.
- Teach Students the cultural connotations, especially the sociolinguistic aspects, of language
- Screen your techniques for material that may be culturally offensive
- Make explicit to your students what you may take for grated in you own culture.
Students can be affected by the process of acculturation, which will vary with the context and the goals of learning. In a case like this, teachers need to help student to be aware of acculturation and its stages. Stress the importance of the second language a powerful tool for adjustment in the new culture. Be especially sensitive to any students who appear to be discouraged, then do what you can to assist them Most of the errors made by learners of a new language originate from their native language. They employ their native language to make interference in learning the new language. | No Messages |
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| 5. Content Related Curricula | |
| Do you agree or disagree that ESOL students need to learn content related academics. I don’t agree with this statement because student’s motivation style can increase by provide them activities that are related to daily life activity. If students are not interested in the subject matter they are not really learning. Without motivation from the part of the students learning is no happening. | No Messages |
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| 6. Four Language Skills | |
| List and describe the interrelationships of the four skills taught in Whole Language education Listening and Speaking Goal These two issues are very important for students to acquire and to see how they improve to use the language. Reading and writing Reading and writing at the beginning level of a student learning a second language is brief and associated to real life material. Example can include advertisement, form note or letter. It is also important for the teacher to take into account the native language and literacy of the students. | No Messages |
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| 7. The Present: An Informed "Approach" | |
| Describe the following methods: >Learner centered instruction: An instruction concentrated on the students’ needs, creativity, innovation and self Worth. Focus is on both students and instructor. Students interact with instructor and one another. Students work in pairs, in groups, or alone depending on the purpose of the activity. Students have some choice of topics > Cooperative and collaborative learning: In cooperative learning students work together with their teachers to pursue goals and objectives. Students work together in small groups on a structured activity. They are individually accountable for their work, and the work of the group as a whole is also assessed. Cooperative groups work face-to-face and learn to work as a team. Collaborative learning in the other hand is a method of teaching and learning in which students team together to explore a significant question or create a meaningful project. In collaborative learning students work with others who can provide them with assistance and guidance. > Interactive learning: Learning which involves interactions, either with other students, teachers, the environment, or the learning material. In this model the students work in group to practice different style of conversation associated to real world contexts to enhance their communication abilities. >Whole language education: It is a perspective “anchored in a vision of an equitable, democratic, diverse society” (Edelsky 1993:548). The philosophy of whole language is based on the concept that students need to experience language as an integrated whole. It focuses on the need for an integrated approach to language instruction within a context that is meaningful to students (Goodman, 1986). The approach is consistent with integrated language and content instruction as both emphasize meaningful engagement and authentic language use, and both link oral and written language development. > content-based instruction: In this approach also called integrated language and content instruction--ESL, bilingual, or foreign language teachers use instructional materials, learning tasks, and classroom techniques from academic content areas as the vehicle for developing language, content, cognitive, and study skills. > Task-based instruction: It is a method that focuses on different tasks techniques such problem solving, role playing and many more. Instruction is based on the content learning of language or subject matter. In task-based instruction, students participate in communicative tasks in English and basic pair work and group work are often used to increase student interaction and collaboration. | Number of Messages: 1
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| 8. Teaching by Principles | |
| How much attention should Grammar be given? Name other components of ESOL instruction that should be addressed by the teacher. Many years ago There was a great emphasis place on grammar in teaching a language. Later in the nineteenth century this method was changed to Grammar translation method in which language was taught in the native language by the use of grammar, reading and vocabulary. The ability to communicate and how to pronounce words were not emphasized. This method came about during World War II because there were a great communication difficulty between the US army and the enemies. They came with a method called the specialized Training Program (ASTP) also known as “Army Method” In which a language was taught trough conversation practice, pronunciation drills. In 1950 this method became to be known as the audio language method (ALM). The audio language method involved structural partner of repetitive drills, use of tapes, language labs, and visual aids. “Designer” Methods of the Spirited 1970s 1. Community language Learning (CLL) It was called the “Counseling-Learning model of education introduced by Charles Curran. It is a method where the teacher acted like a counselor and the students interacted in interpersonal relationship. There was translation in the native language to the language to be learned (English). 2. Suggestopedia The method was created by a Bulgarian psychologist named Georgi Lozonov. In this method language was taught through music and relaxation to maximize retention of materials. 3. The Silent way This method was founded by Caleb Gattegno. Learning is accompanying by physical objects and problem solving involving the material to be learned. The teacher could act as a stimulator not an hand-holder.. According to Gattegno through this method learners would develop independency, autonomy and responsibility and learn how to cooperate with others to solve language problems. 4. Total Physical Response (TPR) This method was developed by James Asher. In this method the students were involved in a great deal of listening and acting. The teacher acted as a direct conductor. 5. The natural Approach This method was developed by Tracy Terrell. It consisted of listen comprehension skills, role playing and the teacher focused on meaning error because the main goal of this method was to promote linguistic fluency. Beyond Method: Notional- Functional Syllabus (NFS) The chief purpose of the NFS was to function on the organizing element of English language. It focused on curricular structure. The grammar for beginners includes simple verb forms, personal pronoun plural and singular nouns. At the intermediate level teachers need to keep grammatical metalanguage to an ideal minimum. For advanced level students need to well-targeted deductive grammar has its place. We sure need to include grammar in teaching language but we should not emphasize on it too much as the only way to teach a language. | No Messages |
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| 9. Psychomotor Skills | |
| Would you say psychomotor skills such as pronunciations are an important component of the functional and sociolinguistic aspects of language? What kind of feedback should you offer students who commit interlanguage errors? | No Messages |
| I believe that knowing how to pronounce words when leaning a language is in important factor for the learners. Without it they will not be able to function in the new culture they will be in. They will not be able to communicate with others. Like it’s stated language instruction needs to point toward all its components, organizational, pragmatic, strategic, and psychomotor. The psychomotor education process if followed well, will lead to successful learning in many fields that require multi-dimensional skills. interlanguage: In the process of acquiring a second language, a language learner may acquire forms of language that are in between their first language and their target language. This can happen when, for example, they incorrectly apply rules of their native language to the target language, or they have not completely learned the full extent or limitations of a rule's use and so misapply it systematically. Interlanguage may seem completely logical and correct in the mind of a language learner. It may also be a part of a natural learning process where rules get more refined as more input is received. However, if learners fail to receive corrective feedback, these interlanguage forms may become a habit. Don’t make a student feel stupid because of an interlanguagae error: quietly point out the logic of the erroneous from. Your classroom feedback to students should give them the message that mistake are not “bad” but that most mistake are good indicators that innate language acquisition abilities are alive and well. Mistakes are often indicators of aspects of the new language that are sill developing. Try to get students to self-correct selected error; the ability to self-correct may indicate readiness to use that form correctly and regularly. In your feedback on students’ linguistic output, make sure that you provide ample affective feedback-verbal or nonverbal-to encourage them to speak. As you make judicious selection of which errors to treat, do so with kindness and empathy so that the student will not feel thwarted in future attempts to speak. |
| 10. Teaching Techniques | |
| Why should ESOL teachers use genuine language techniques to convey information rather than Rote techniques? Describe certain authentic techniques. | No Messages |
| For teacher the more students can remember the faster the learning process going o take place. Therefore if we ant this to happen we must use genuine language techniques to convey information because this will create strong retention. As it writing rote learning-taking in isolated bits and pieces of information that not connected with one’s existing cognitive structure-has little chance of creating long-term retention. Some authentic techniques can be story line, familiar situations and characters, real-life conversation. |
| 11. Intrinsic Motivation in the Classroom | |
| Are content based activities intrinsically motivating? Should an ESOL teacher involve students with meaning and purposes in their activities or with verbs and prepositions? | No Messages |
| Content-based activities are intrinsically motivating. Therefore teachers might strive to focus their students on interesting, relevant subject-matter content that gets them more linguistically involved with the meanings and purposes and less with verbs ad preposition. |
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