TEACHING ACROSS PROFICIENCY LEVELS LEARNER VARIABLESⅡ TEACHING ACROSS PROFICIENCY LEVELS

DEFINING PROFICIENCY LEVELS “false beginners” as distinguished from “true beginners” The ACTEL Proficiency Guidelines- eleven different levels See p97 LEVEL & DESCRIPTION The Guidelines can, with caution, provide useful checkpoints for curriculum development & revision.

TEACHING BEGINNING LEVELS Students have little or no prior knowledge of TL. Sts have very little language “behind” them. A good deal of talking “about” the second language

TEACHING BEGINNING LEVELS 1. Students’ cognitive learning processes Students’ processing - focal, controlled mode (Mclaughlin’s attention processing model) + some peripheral processing for genuinely meaningful purpose Don’t become frustrated if a considerable period of time goes by with little change in these learning modes.

McLauglin’s Attention-Processing Model Attention to Info processing Formal properties controlled automatic Focal A B formal rule learning test situation Peripheral C D implicit/analogic communicative learning situations

McLauglin’s Attention-Processing Model controlled automatic Focal grammar points attentive to something vocabulary focus on modals, tenses copying, memorizing scanning patterns, skills exercises editing, peer editing Peripheral simple greetings group work dialog practice rapid reading/skimming TPR/NA free writing role plays free conversation

TEACHING BEGINNING LEVELS 2. The role of the teacher Teacher- centered + a modicum of students- centered In FL situation, some negotiation might be possible in the native language, allowing for a small amount of student control.

TEACHING BEGINNING LEVELS 3. Teacher talk Your input in the class is crucial. Your own English needs to be clearly articulated. Use simple vocabulary & structure that are at or just slightly beyond their level!

TEACHING BEGINNING LEVELS 5. Fluency and accuracy Fluency is a goal. The flow of language is important. 9. Reading and speaking goals Consider students’ literacy level in their own language!

TEACHING INTERMEDIATE LEVELS 1.Student’s cognitive learning processes Some automatic processing has taken hold. Bits and pieces of language to be relegated to automaticity 2. The role of the teacher You are no longer the only initiator of language. More student-student interaction

TEACHING INTERMEDIATE LEVELS 3. Teacher talk Most of your oral production can be sustained at a natural pace, as long as your articulation is clear. 5. Fluency & Accuracy This level of students actually become quiet fluent, in the technical sense of the term.

TEACHING INTERMEDIATE LEVELS 8. Listening and speaking goals Linguistic complexity of communicative goals increase. Functions themselves may be the same but forms they use become more complex! 10. Grammar short, simple explanations of points in English Keep grammatical meta-language to an ideal minimum at this level!

TEACHING ADVANCED LEVELS Few if any ESL classes are designed for the superior level 1. Students’ cognitive learning processes Focal attention may be given to the interpretation and negotiation of meaning. 3. Teacher talk Natural language at natural speed is a must at this level. Very little reliance on the students' native language

TEACHING ADVANCED LEVELS 7. Techniques -group debates and argumentation -complex role-plays -scanning & skimming reading material determining and questioning author's intent -writing essays and critiques.

TEACHING ADVANCED LEVELS 10. Grammar Strategic competence: strategies to compensate for communication breakdowns or imperfect communication Linguistic meta-language may now serve a more useful role.