1. Understanding English as an Additional Language: Part 3 Bebe Vocong March 7, 2016

2. Book from Part 2 Hamilton, R. & Moore, D. (2004). Educational interventions for refugee children: theoretical perspectives and implementing best practice. New York: RouteledgeFalmer.

3. Background Information Approximately how many ELLs are you currently teaching? Survey Question If this webinar was to take place again, what date would you recommend? October – November January – February February - March

4. Series Overview Part 1 Common terms and acronyms BICS and CALP Acculturation Part 3 Teaching methods ESL approaches Teaching strategies Part 2 Factors that affect 2 nd language acquisition L1 interference Sociocultural understanding

5. Let’s review – Part 2 2 nd Language FactorL1 InterferenceSociocultural Understanding 1.After 2 years of being in Canada, an Ethiopian student in Grade 11 is still not able to master the letters of the alphabet. 2.A Colombian student sends an email to his female teacher addressing her as “Yo bro.” 3.A Filipino student often confuses the pronouns “he” and “she” in speech. 4.Some of your ELLs refuse to participate in extracurricular activities, especially those that are after school.

6. Classical or Grammar-Translation Method Direct Method Audio-lingual Method (ALM) Communicative Language Teaching (CLT) Second Language Teaching Methods

7. Classical or Grammar-Translation Method Direct Method Audio-lingual Method (ALM) Communicative Language Teaching (CLT) Teaching Methods in Action Explain how you have used elements of the following teaching Methods in your practice:

8. Cognitive Academic Language Learning Approach (CALLA) Adjunct model Sheltered English Second Language Approaches

9. Supporting English Language Learners: Tools, Strategies and Resources (Programming Information) http://www.learnalberta.ca/cont ent/eslapb/organizing_for_instr uction_organizing_elementary.h tml

10. Increase wait time Simplify teacher language Print Demonstrate, use visuals and manipulatives Group or pair with native speakers Respond to students’ responses instead of correction Support student’s L1 and culture Second Language Teaching Strategies

11. Read aloud – a lot Provide immediate corrective feedback Listen to audio books Enunciate words properly Don’t speak louder Teaching Strategies – Improving Pronunciation

12. Teach grammar rules and patterns Recycle grammatical patterns Encourage students to listen to audio books Provide relevant and supportive feedback Teaching Strategies – Improving Grammar

13. Provide opportunities for incidental vocabulary learning  Extensive reading for pleasure  Graded readers  Encourage ELLs to choose own readings and audio books Directly teach high-frequency words, AWL and technical words Recycle new vocabulary Teach effective vocabulary learning strategies Teaching Strategies – Improving Vocabulary Development

14. Book Alberta Education. (2010). Making a difference: meeting diverse learning needs with differentiated instruction. Edmonton, AB: Alberta Education. (Chapter 9) https://archive.education.alberta.ca/t eachers/resources/cross/making-a- difference/

15. 1.Young children are able to acquire a second language quicker and easier than teenagers or adults. 2.The more time students spend in a second language context, the quicker they will learn the language. 3.A sense of belonging or connectedness motivates students to learn. 4.Students who have general knowledge and life experiences are in a better position to learn an additional language. 5.Some students have the innate ability to acquire a second language faster than others. Beliefs About 2nd Language Acquisition Indicate whether the following statements are myths or facts.

16. Books

17. thanks! Any questions? You can contact me at bvocong@gmail.com bebe.vocong@cssd.ab.ca