An Overview of Teaching Meghan Kurtz EDU 415/515

 Five domains  Listening  Speaking  Reading  Writing  Thinking  Side notes on domain topics  Content, Learning and Tasks

 To identify and understand what people are saying.  BICS / CALP Basic interpersonal communication skills  Everyday language, patterns, understandable Cognitive Academic Language Proficiency  Vocabulary focus, repeat, reiterate, tactile

 Conflicts: accent, pronunciation, grammar, multiple meaning words  How can we be understood:  Paraphrase  Use gestures  Visuals  Act out  Do what you need to for comprehension  Include, don’t isolate

 Content:  L+1, build on schema  Learner:  Field Dependent: big picture, people oriented  Field Independent: details, analytical  Task:  Narrow listening activities

 An interactive process of constructing meaning that involves:  Producing  Receiving and  Processing information. ( p. Horowitz,142)

 Accuracy: the correctness of language Fluency: the pace of the language What affects them? TIME! They will develop with patience and good modeling.  Global Errors, Local Errors  Challenges Motivating forces, Content of speech, Knowledge of the language system, and arbitrary grammar rules

 Content:  Introduce and reiterate vocabulary words  L+1  Learner:  Interact, don’t require speaking  BICS / CALP  Task:  Manageable, so they’re successful

 Fluent reading is  Rapid  Flexible  Purposeful  Interactive  Comprehensive and  Develops gradually!

 Vocabulary MUST be explicit  Meaning learned from context…only 10%!  BICS versus CALP  Basic Interpersonal Communication Skills  Cognitive Academic Language Proficiency Students need CALP, or vocabulary, to be successful in jobs and higher education  Listening to themselves when they read

 Content:  Must be authentic and “real world”  Concept books; patterns, poetry  Learner  Top-Down  Bottom-Up  Task  Informal readings: choral readings, lit circles  Language experience approach  Graphic organizers

 Using the convention of written English including rules of grammar and knowledge of phonetics to express ideas more formally than in spoken English.

 Able to use Krashen’s Monitor theory more easily because of the time used to write, edit and re-write before final presentation.

 Content:  What the student has experienced  Learner  Writes down original ideas  Edits with educators assistance  Re-writes with edits  Task  Writing, editing, discussing changes  Reading own work

 CALP  Critical thinking about content areas  Thinking with L2 vocabulary  Thinking about learning the language  Bloom’s Taxonomy (in L2)  Analyzing information  Synthesis of information  Evaluating information

 Language learning can not be successful without cultural learning.  Multicultural individuals can gain an appreciation of other cultures while maintaining an appreciation of their own.  BUILD on students’ cultures to strengthen their L2 skills!

 Bloom's Revised Taxonomy   National Writing Project  arners?gclid=COrjhY_o7awCFYTsKgodGTz7KA  Annenberg Learner; Annenberg Foundation   Purdue OWL, ESL   ESL Resource Center   Ohio University, ESL Resources 