1. 1 Moving ESL Elementary Beginners Toward English Presented by: Suzy Acton AMPISys. Inc. (www.ampysis.com) ACSI BC Teacher Convention October 2, 2009

2. 2 Agenda  Introduction & Background  A Day in the Classroom Life of an Elementary ELL  Discussion

3. 3 Objective Participants will be able to use movement more effectively in instruction

4. 4 “Moving thoughts” “And the spirit of God moved…” (Genesis 1:2) “Just do it!” (Nike) “Learn how to DO school.” (Dragan, 2005) “Tell me; I forget. Show me; I remember. Involve me; I understand. Move me: I get it! (Paraphrase of Ancient Chinese Proverb) “Do not memorize.” (Asher) “Train the body first!” (Lessac) “…your body is the temple of the holy spirit…” (I Cor. 6:19

5. 5 Movement warm-up Use commands for any body exercise action, e.g., jump, clap, turn around, sit down, etc. : (a) Demonstrate (b) Do together (c) Test (or: TPR Super-Simon Says)

6. 6 Why movement?  “Many ELLs go through a ‘silent period’ during which they listen and observe more than they speak. During this silent period, ELLs benefit from opportunities to participate and interact with others in activities that use gesture [and] physical movement...”  The Education Alliance at Brown University 2009

7. 7 Embodiment Definition: Relating abstract concepts directly to our physical experience. (Connecting up faith to our daily “walk!”) “The theory of embodiment provides a strong... underpinning for teaching methodologies that involve a great deal of movement, such as Total Physical Response.” Littlemore, J. (2009)

8. 8 Why movement-2?  To communicate (and teach) as effectively as possible from the outset  To accommodate wide range of learning preferences and style - multiple intelligences Bodily-Kinesthetic Intelligence  To communicate content through visual scaffolding (McCloskey, 2005) Provides comprehensible input Makes complex ideas more accessible Makes language more memorable

9. 9 Visual Scaffolding involves: Auditory support  (music, rhyme, rhythm, repetition) Kinesthetic support  (actions, manipulatives, realia, touch) Visual support  (pictures, picture cards, word cards, realia, graphic organizers, concept posters, graphs, maps)

10. 10 Background Total Physical Response (Asher, 1972) Basic format: command + movement Pre-planning essential Lively pace 3 commands (max) at a time Command types: move<point<show<draw<tell Warm up/review

11. 11 Background-2 TPR Related Principles (Based in part on Larsen-Freeman, 1986)  Part of “the Comprehension or Natural Approach” in the 1980s – now integrated into general language instruction, initially came from observations on children acquiring their L1.  Meaning conveyed through actions; memory activated and enhanced through learner response.  Target language presented in meaningful chunks, not just word by word.

12. 12  Understanding of target language developed before overt, forced speaking production. Students speak when ready.  Imperative, or command, is a linguistic device frequently used by mothers and teachers to direct student behavior, although initiating movement can be done in many other ways!

13. 13  Students learn by observing actions as well as doing them. Neuro-physiologically, “visual listening” is very close to speaking!  Important to experience success quickly (Asher’s initial insight!)  Students are not forced to simply memorize fixed routines or vocabulary lists.

14. 14 TPR Storytelling (TPRS)  A way to understand a story and “internalize” the vocabulary  Narrate the story, one action at a time  Students respond by performing the actions

15. 15  If students don’t understand, the teacher gestures, models, or physically guides them to the correct thing to do.  Have students only do action that has been narrated, so their movements correspond with the language to help them understand what is happening.  Bigler (2006)

16. 16  Questioning techniques to recycle vocabulary and check comprehension  Uses yes/no, either/or and wh- questions (where, when, who, what, why, how, etc.) in many combinations  For beginners, use yes/no and either/or as they are easier and only require a reply of one word or a word that is supplied by a question

17. 17 Instructor classroom “moves”  Appropriate modeling  More gesture with speech  Speech synchronized gesture  Deictic gesture as appropriate  Use of iconic gesture  Gestures of hospitality, support or encouragement  Moving around the classroom  Moving to the student’s level

18. 18 Monitoring learner movement  Posture  Pace  Facial expression  Fidgeting  Attention & focus  ***Importance of self-monitoring T’s movement as well

19. 19 Parameters of movement work When  Pre-move (predict or give command)  Simultaneous (Speech- synchronized gesture)  Post (after the movement) comment What form?  Command  Command + gesture  Comment (or word)  Gesture  Gesture + object (realia or picture)

20. 20 A Day in the Classroom  Greetings, songs & games  Body part movement  Classroom walkabout  Food & eating  Pre-reading  Body-break afternoon stretch  Pre-writing & drawing  Goodbyes, clean up, packing

21. 21 Discussion