Contextualizing Linguistic Input/Integrating Language Skills

Slides:

Advertisements

Similar presentations

Chapter 1 What is listening?

Advertisements

Chapter 3 Listening for intermediate level learners Helgesen, M. & Brown, S. (2007). Listening [w/CD]. McGraw-Hill: New York.

Spoken Communication Skills Developing Listening and Speaking Skills.

Seminar 2. A)Listening B) Reading C) Speaking  Seminar 3  LIRA 1  Listening Quiz  Seminar 4  LIRA 2  6 groups of speaking test (role plays)  Seminar.

SEDU 718 CLT & Syllabus Design. Prelude What did you understand as the key components of CLT? What questions did you have? What intrigued/shocked/distressed.

LANGUAGE TESTING: Approaches & Techniques

How to evaluate listening skills

Assessing Listening. Problems of Lang. Assessment A problem: performance = competence? In language assessment we intend to assess a person’s competence.

Vocabulary. Vocabulary (NRP)  Themes or general categories of effective vocabulary instruction direct and indirect instruction multiple exposures to.

The 6 Principles of Second language learning (DEECD,2000) Beliefs and Understandings Assessment Principle Responsibility Principle Immersion Principle.

Lesson 2 Teacher:Angelo Freire. Warm-Up Asking how a person is doing.

14: THE TEACHING OF GRAMMAR  Should grammar be taught?  When? How? Why?  Grammar teaching: Any strategies conducted in order to help learners understand,

Lecture 8 Assessing Listening Chapter Six Pages: Brown, 2004.

Chapter 4 Listening for advanced level learners Helgesen, M. & Brown, S. (2007). Listening [w/CD]. McGraw-Hill: New York.

Grammar-Translation Approach Direct Approach

ESL Phases & ESL Scale Curriculum Corporation 1994.

Hong Kong Baptist University Affiliated School Wong Kam Fai Secondary and Primary School NSS Curriculum Presentation English Language.

What were we teaching? English for no specific purpose?

Communicative Language Teaching Vocabulary

The English Language Proficiency Standards (ELPS) MODULE 3: ELPS and Language Proficiency Presented by the Brownsville Independent School District Bilingual.

Objectives To introduce you to: Key principles behind the new curriculum A practical procedure for designing lessons for Non- Language Arts Electives.

Chapter 6 ~~~~~ Oral And English Language Learner/Bilingual Assessment.

 “Relevant aspects of an interactional or communicative situation”  “Utilizes students’ funds of knowledge and skills as a foundation for new knowledge”

Various Definitions of Pragmatics. Morristhe study of the relations of signs to interpreters (1938) deals with the origin, uses, and effects of signs.

Assessing Listening.

SEDP 651: Multicultural and Global Perspectives in Education Language Culturally/Linguistically appropriate curriculum

English as a Second Language. Vocabulary Terms w ESL w ESOL w CLD w The field of English as a Second Language w The learners who participate ESL w Culturally.

Communication in Mother tongue This project has been funded with support from the European Commission. This [publication] communication reflects the views.

Science: Learning Experience 7

TEACHING LANGUAGE SKILLS SPEAKING LISTENING READING WRITING.

Learning a Foreign Language Programa Inglés Abre Puertas Unidad de Curriculum y Evaluación Ministerio de Educación.

The Direct Method has one very basic rule: No translation is allowed.

C ONTEXT AND CULTURE. D O YOU REMEMBER THIS ? Hymes suggests that in order to be able to communicate language, a person should acquire four types of knowledge:

Methodology Lecture # 21. Review of the last lecture 1.Authentic language in real context: sports columns from a recent newspaper 2: Ability to figure.

Using a Story-Based Approach to Teach Grammar

Key Points Chapter Six Shrum and Glisan Special Methods of Instruction I Summer 2012 GRAD 210 Dr. Bowles, Instructor.

BI-LITERACY - Learning to be literate in two languages, how important is it? Camberwell Primary School 20 March, 2013 PLURILINGUAL INDIVIDUALS: LANGUAGES,

THE AUDIOLINGUAL METHOD

The Power of Image Developing a visual literacy in the language classroom Ben Goldstein.

HYMES (1964) He developed the concept that culture, language and social context are clearly interrelated and strongly rejected the idea of viewing language.

How Languages are Learned and Acquired

Delivering skills South Asian Languages. Communicative Premise Possibility of an open response Negotiation of meaning.

A CLIL MODEL A DREAM TO BE TOLD. Aspects Content & Language Integrated Learning Content input Support for language learning Bridging the gap.

NOTE: To change the image on this slide, select the picture and delete it. Then click the Pictures icon in the placeholder to insert your own image. CONTENT-BASED.

What is Communicative Language Teaching??. Communicative Language: Blends listening, speaking, reading, and writing. Is the expression, interpretation,

Listening.  The term communication implies a minimum of two people  One to create a meaningful message and one to recreate that message  The listening.

“Using a Story-Based Approach to Teach Grammar”

ENGLISH LANGUAGE AND THE REFORM THE NATIONAL RECOMMENDATIONS.

Communicative Function  Communicative function is the language we use to express particular ideas or to achieve particular results in particular situations.

AP French Language and Culture Exam Information Lynn Gouacide.

Different Approaches to Competence Descriptors. Key Issues Language and meaning Language and meaning Reduction of complex wholes into constituent parts.

Goal :Communicative Competence

SYLLABUS DESIGN EDU 402.

Second Language Acquisition Important points to remember.

1 Deixis and Anaphora. 2 Remembering It is necessary to take into considerations the conditions of production of enunciates, to the study of signification.

The 4 Cs The 4Cs Teaching Framework: content/subject matter/project/theme communication/language cognition/thinking culture/citizenship.

Organizing Literacy Instruction Dr. Joanne McKay LEE 213.

Communicative Language Teaching Approach

Planning a Drama- Oriented Second Language Course Week 13 Language in context.

Designing World Language Integrated Performance Assessments CCR Summer Academies 2015.

KUMUTHA RAMAN P62352 Successful English Language Learning Inventory (SELL-In)

3. Nine-Twentieth-Century Approaches to Language Teaching

Assessing Listening (Listening comprehension has not always drawn the attention of educators. Human beings have a natural tendency.

HIGH SCHOOL TEACHER TRAINING WORKSHOP

The Direct Method has one very basic rule: No translation is allowed.

ORAL COMMUNICATION By: Jouanna Marie L. Uy.

NEEDS ANALYSIS.

TEACHING LANGUAGE SKILLS: TEACHING SPEAKING

TEMPLATE ELEMENTS.

Presentation transcript:

Contextualizing Linguistic Input/Integrating Language Skills EXPLANATION STATION Contextualizing Linguistic Input/Integrating Language Skills

CONTEXTUALIZATION What is it?

CONTEXTUALIZATION Linguistic Context: Cohesion: The environment Contextual clues Specific Cohesion: When one element of the text is dependent on that of another.

A Little Redundant? Cohesiveness is formed by removing redundancies. The sentences can not stand independently because they are contingent on one another.

CONTEXTUALIZATION Extralinguistic Context! The immediate linguistic environment Stress and intonation Often attitude Is this easy for L2 Learners??

BUILDING MEANING Linguistic and extralinguistic contexts play a role in meaning-making, but it is limited. In order to understand the intended meaning, we must go beyond the language system…

CONTEXTUALIZATION Situational Context: Acronym SPEAKING! Language as a speech act Acronym SPEAKING! Without cohesion, a conversation is still interpretable.

MORE CONTEXTUALIZATION Extrasituational Context: AKA context of culture Mastery of cultural norms L2 learners? Examples of misinterpretations you’ve had??

GOAL? “…to present the linguistic input within thematic contexts that reflect the natural use of the language.”

INTEGRATION Separation of skills has long been the trend of books and thinking. This is not the case in any other subject area, so why in second languages?

INTEGRATION OLD NEWS: active and passive Active=speaking and writing Passive=listening and reading NEW NEWS: productive and receptive Productive=speaking and writing Receptive=listening and reading

INTEGRATION NOW The use of any one skill can trigger cognitive and communicative associations with the others. New lessons require “a synthesis of various language skills and various language components.” How have you done this in your lessons?

PLANNING What do you do if the book you are using is skill separated? What sources would you use to integrate these skills?