TESOL Methodology Week 9: Lecture A Review Quiz: CLT

TESOL Methodology Week 9: Lecture A Review Quiz: CLT
CLT Activities & Tips (instead of HWC) Whole Language Approach

Review Quiz 2 1 Question One
Semantic concepts such as time, sequence, quantity, location, motion, and frequency are known as _____. (a) notions (b) functions (c) communication (d) interaction 정답: A

Review Quiz 2 1 Question Two
Acts in which we use language to do such things as requests, denials, offers, descriptions, invitations and complaints, are known as ______. (a) notions (b) functions (c) communication (d) interaction 정답: B

Review Quiz 2 1 Question Three
The primary goal of CLT is to develop the _____ of the learners. (a) speaking & listening skills (b) reading & writing levels (c) memorization ability (d) communicative competence 정답: D

Review Quiz 2 1 Question Four
Which is not part of the social context related to developing sociolinguistic communicative competence? (a) communicative purpose (b) role relationships (c) authentic materials (d) shared information 정답: C

Review Quiz 2 1 Question Five
Which of the following relates to CLT, rather than ALM? (a) Attends to structure, not meaning. (b) Native-like pronunciation is sought. (c) “Language is habit” so errors must be prevented at all costs. (d) Language is created by the individual, often through trial and error. 정답: D

CLT Activity Tips 3 1 Question & Answer Activity
Communicative Language Teaching Question & Answer Activity One of the best communication activities (can begin every lesson with it!) As long as questions are relevant & interesting, Ss will enjoy it Before Q & A you can give them “Words of the Week” Basic form: from pairs to whole class

CLT Activity Tips 3 1 Ss form pairs, get A & B worksheets
Imagination Interview Ss form pairs, get A & B worksheets Or distribute A to one side, B to other Go through all questions together Part I: Students interview each other “free style” back & forth Encourage them to ask each other follow-up questions Purpose: to communicate, express themselves, learn about each other

CLT Activity Tips 3 1 It’s not a race!!
Imagination Interview It’s not a race!! Take notes for Part II if you need to Part II: Report to the class about one of the questions Choose an interesting question to report on, but be sensitive to your partner’s feelings Instead of choosing the order, have each S choose the next reporter after they have finished

3 1 CLT Activity Tips Imagination Interview: Sheet A 1. If you could live anywhere in the world, (besides Korea), where would you live? Why? 2. If you had to choose just one food to eat for the rest of your life, what would it be? Why? 3. If you could choose any super power for yourself, what would it be? How would you use it? (e.g. flight, super speed, invisibility, super strength)

3 1 CLT Activity Tips Imagination Interview: Sheet B If you could appear on any TV show, which TV program would it be? Why? 2. If you found out you were terminally ill and had only one more day to live, what would you do? 3. If you could be reborn as any animal, which animal would you be? Why?

TESOL Methodology Whole Language Intro & Background
Principles & Characteristics Techniques & Materials

Intro & Background 1 1 Basic Concepts
Whole Language is not a method of teaching, but rather an approach to learning (reaction to structural linguistics) Originated in native-speaking classrooms to develop literacy Later advocated for L2 learning Language considered holistically, rather than in separate pieces (vocabulary, grammar patterns, pronunciation points, etc.)

Stresses the use of authentic materials and integration of “the four skills” Emphasizes top-down process: First understand meaning of whole text before working on linguistic forms Contrasts with bottom-up approach: Ss learn language piece by piece and then work to put them together, constructing meaningful texts out of different parts

Content-rich curriculum: language & thinking tied to interesting & significant content and purposeful use of language Facilitates development of all aspects of LL, rather than isolated skills Focuses on experiences & activities relevant to learners’ lives & needs Ss encouraged to experiment with reading & writing to promote enjoyment & ownership of texts

Intro & Background 1 1 Video Introduction
In this video, you will see a brief introduction to the Whole Language approach that aired as part of an American television news report on education. The major characteristics of the approach are presented, then contrasted to more traditional educational perspectives.

Intro & Background 1 1 Before the Video Things to look for
Do children learn in bits and pieces? What suggestion is made for specific teaching scenarios (e.g. punctuation)? What are the characteristics of the WL classroom, especially concerning the learning process? How does WL contrast with traditional educational approaches?

Intro & Background 1 1 After the Video - Summary
Children come to school already having their own concepts, and learn by testing out those ideas. Language is taught by keeping it whole, not by breaking it up into smaller parts. Instead of working on a skill in an isolated way (e.g. punctuation), T can have Ss write short stories, then use them as tools for teaching.

Intro & Background 1 1 Video Summary
As a result, Ss are able to use language in ways that relate to their own lives & cultures. Whole Language is about the integration of reading, writing, listening and speaking, and about experiencing these processes in a meaningful context. How does Whole Language contrast with traditional approaches?

Intro & Background 1 1 Video Summary In Whole Language Classrooms:
Learning is child-centered, reflecting Ss’ interests & talents. Learning is a social act where Ss collaborate & help each other. The process of learning IS more important than the final product. Teachers are coaches, rather than directors.

Intro & Background 1 1 Video Summary
Contrast to Traditional Approaches Textbooks play a greater role Whole Language: Authentic text sources Reading & writing taught separately Whole Language: Integration of skills Students work individually Whole Language: Students work cooperatively

Principles & Characteristics
2 1 Principles & Characteristics Theory of Language Social perspective Language is a vehicle for human communication Interactional relationship between readers & writers Psycholinguistic Perspective Internal interaction: egocentric speech and thinking Use language to discover & organize what we know

2 1 Principles & Characteristics Theory of Learning Humanistic School Whole Language is authentic, personalized, self-directed, collaborative, pluralistic Constructivist School Ts don’t transmit knowledge, but rather work with Ss together to create knowledge & promote understanding in mutual social context Learning focuses on Ss’ experience, needs, interests and aspirations

2 1 Principles & Characteristics Theory of Learning Tenets of Constructivism Create meaning together Learn by doing Work collaboratively

2 1 Principles & Characteristics Major Practices: Reading Authentic literature rather than artificial, specially prepared texts & exercises for practicing separate skills Focus on real & natural events rather than specially written stories that do not relate to Ss’ XP Reading of real texts of high interest Reading for the sake of comprehension and for a real purpose

2 1 Principles & Characteristics Major Practices: Writing Writing for a real audience, not simply to practice writing skills Writing as a process through which learners explore & discover meaning Use of student-generated texts, not teacher-generated or other-generated

2 1 Principles & Characteristics Major Practices: Learning Integration of primary & sub-skills S-centered learning: choice over what Ss read & write, gives them power & understanding of their world Reading & writing in partnership with other learners Encouragement of risk-taking and exploration, acceptance of errors as signs of learning rather than of failure

2 1 Principles & Characteristics Classroom Roles: Teacher Facilitator & active participant in learning community, not an expert passing on knowledge Teaches the Ss, not the subject matter Looks for occurrence of teachable moments instead of following pre-planned script or lesson plan Creates climate of collaborative learning

2 1 Principles & Characteristics Classroom Roles: Students Collaborators, working with fellow Ss, with T, with writers of texts Evaluators of their own & others’ learning, with help of T Self-directed: learning experiences of Ss are used as resources for more learning Ss are selectors of learning materials, activities, partners, language, ideas

2 1 Principles & Characteristics Video Introduction This is a video from the series entitled “Shaping the Way we Teach English” produced by the University of Oregon. In this video you will see three classrooms in which the WL concept of skill integration is being applied. Please ignore reference to the modules, and focus on what the Ts and Ss are doing.

2 1 Principles & Characteristics Before the Video Things to look for What are the primary language skills? What are the subskills? What reasons are given for integration of the different skills? What specific skills are being integrated in each classroom? What kinds of activities & resources are used, and how do they promote the integration of skills?

2 1 Principles & Characteristics After the Video - Observations In all 3 classes we saw receptive & productive skills used in combination Tangible resources (books, paper, teddy bear, posters, websites) and intangible resources (brainstorming, reflection, critical thinking, analysis) Motivated Ss using English in authentic ways: writing stories, promoting Good Deeds campaign, interacting to share culture & ideas

2 1 Principles & Characteristics Video Summary Primary: reading, listening (receptive), writing, speaking (productive) Subskills: grammar, vocabulary, pronunciation, non-verbal skills Use of language for meaningful purposes requires use of integrated skills Each skill reinforces the other skills Socially contextualized & integrated communicative activities motivate Ss and promote greater language retention

Techniques & Materials
3 1 Techniques & Materials WL Classrooms: Common Aspects Use of literature (short stories, novels, story books, poetry) Other authentic sources (magazines, newspapers, signs, handbills, printed materials from the workplace) Use of process writing Fostering cooperative learning Concern for Ss’ attitude & encouragement of contribution

3 1 Techniques & Materials An Example of Skill Integration Here’s a rough outline of what Ss could do in the process of applying skill integration: Try to understand T’s map directions (listening) while seeking clarification (speaking) and taking notes (writing) Brainstorm in pairs or small groups or use the Internet to collect additional information (all 4 skills)

3 1 Techniques & Materials An Example of Skill Integration  Engage in decision-making process about how to use collected info, then proceed with activity (L, S, R) Carry out some plan of action (all 4 skills)  Use notes from group work to present what they did to the class (R, S, L)  Finish with whole-class discussion (L, S)

3 1 Techniques & Materials Typical Whole Langauge Activities Individual & small group reading and writing (with discussion) Ungraded dialogue journals Writing portfolios Writing conferences Student-made books Story writing See Beyond Methods Ch. 10: “Integrating Language Skills” for some project ideas

Next Time Content-Based Instruction

TESOL Methodology Content-Based Instruction Intro & Background
Principles and Characteristics Techniques & Materials Project 1: Poster Presentation Intro Homework Questions

Intro & Background 1 1 Learning to Use vs. Using to Learn
Weak Version of CLT T provides opportunities for interaction Most CLT activities Strong Version of CLT Language acquired through communication Content-Based & Tasked-Based Instruction, Participatory Approach

Intro & Background 1 1 Basic Concepts What is CBI?
“It is the teaching of content or information in the language being learned with little or no direct or explicit effort to teach the language itself separately from the content being taught.” (Krahnke, 1987)

Content-Based Instruction not exclusively a language learning approach Integrates language learning with content learning Content: themes, academic subject matter, professional skills & knowledge Ss learn language as a “by-product” of learning about real-world content

Intro & Background 1 1 Programs Based on CBI
Language across the Curriculum Immersion Education Immigrant-On Arrival Programs SLEP: Programs for Students with Limited English Profiency Language for Specific Purposes (ESP, EAP, EOP)

Intro & Background 1 1 CBI School Programs
Many programs have been developed at the elementary, secondary and university levels using the CBI approach: Theme-based Language Instruction Sheltered Content Instruction Adjunct Language Instruction Team-Teach Approach Skills-Based Approach

2 1 Principles & Characteristics Central Principles People learn a second language more successfully when they use the language as a means of acquiring information, rather than as an end in itself. Language learning is enhanced further when the info acquired is perceived as interesting, useful, and leading to a desired goal. CBI better reflects learners’ needs (academic & professional) for learning.

2 1 Principles & Characteristics Language is Text & Discourse Language: a vehicle for learning content Focus on how meaning & info are communicated & constructed Centrality of linguistic entities longer than single sentences (genre, kinds of paragraphs, kinds of essays) Written texts: letters, reports, essays, descriptions, book chapters Speech events: meetings, lectures, discussions, speeches, sermons

2 1 Principles & Characteristics Language Integrates Skills CBI activities bring together knowledge, language and thinking skills Activities link skills, just like real world Read & take notes Listen & write a summary Read/write then respond orally Topics of theme-based courses provide continuity across skill areas, focus on language in connected discourses rather than isolated elements

2 1 Principles & Characteristics Language is Purposeful Language is always used for specific purposes: academic, vocational, social, recreational, etc. Language gives direction, shape and meaning to discourse & text. CBI teachers encourage learners to focus on purpose of text, whether/how the purpose is attained, and how their own interests & goals relate to it.

2 1 Principles & Characteristics Comprehensibility is Paramount Adjustments made by CBI teachers to ensure understanding of content: Simplification: shorter thought units & clauses Well-formedness: avoid deviation from standard usage Explicitness: non-reduced pronunciation Regularization: canonical word order Redundancy: highlighting important material

3 1 Techniques & Materials Dictogloss Ss listen twice to a short talk or reading about appropriate content 1st time: main idea / 2nd time: details Ss write down as much as they can In groups, Ss reformulate & reconstruct the text collaboratively using their notes Groups share their writing with whole class for discussion & peer-editing

3 1 Techniques & Materials Graphic Organizers (see TPLT p.137) Visual displays for understanding, organizing & remembering cognitively demanding content Involve drawing / writing down ideas and making connections b/w them Use diagrams, tables, columns, webs, words, phrases, symbols, arrows to map knowledge Help Ss understand text organization & complete academic tasks

3 1 Techniques & Materials Dialogue Journals Ss regularly write in journals during class or for HW, hand in to T Express feelings about how & what they are learning, or anything else they wish to express to T T reads & responds to each journal entry, but doesn’t correct its form Reflects WL principles: authentic communicative textual interaction

3 1 Techniques & Materials Language Experience Approach Ss take turns dictating a story about life experience T listens, writes down in TL Each S practices reading her story with T’s assistance Applies WL principles: text content is personally significant and collaboratively produced Can be done one-on-one or in groups

3 1 Techniques & Materials Video Introduction: LEA In this video you will see a Canadian teacher discussing her experience using the Language Experience Approach with her adult English learners. The video was produced by the ESL Literacy Network in cooperation with Bow Valley College.

3 1 Techniques & Materials Before the short Video (3:52) Things to look for What procedure does this teacher follow for LEA? (Language Experience Approach) Try to identify the steps from beginning to end. What is the purpose of this approach? How does it benefit the students? Why doesn’t the teacher correct the Ss mistakes during the activity? Do you think that’s a good idea?

3 1 Techniques & Materials After the Video - Summary LEA is a way to get Ss to generate stories and to start the writing process. Start by using prompts & questions to get them thinking: Where did we go? How did we get there? Ss tell T exactly what they have experienced or what they know, and T writes exactly what they say, w/o changing the grammar or editing what they say, because it is very frustrating for Ss.

3 1 Techniques & Materials Video Summary When story is finished, T can read it together with the class, and Ss will edit the story themselves because when reading it again they might realize that they missed a word or sequence. The goal is for students to participate in the writing process – they are part of it, and they generate the stories, instead of having the stories written by the teacher.

3 1 Techniques & Materials Video Summary It’s meaningful & relevant to Ss b/c they use vocabulary and words that they know. So they can follow the story and understand what it is about (CI). Ss understand that print has meaning, that what is spoken can be put into print. They understand that writing is part of what they do every day, that they can write down what they have experienced inside or outside the classroom.

3 1 Techniques & Materials On My Web Site If you are interested in this approach, you can watch another LEA video on my web site. In that video you will see it applied to a one-on-one adult learning situation. The instructor talks about her own family using a photo she has brought, then the learner follows with his own story.

“Every teacher, an English teacher”
4 1 Programs Related to CBI Language Across the Curriculum UK Program: Government report recommended a focus on reading & writing in all subject areas, not just language arts Emphasized collaboration between language teachers & subject teachers Language skills taught in all classes (Math, Science, PE, Art, Music, etc.) Spread to US schools: “Every teacher, an English teacher”

Programs Related to CBI
4 1 Programs Related to CBI Video Intro: LAC (Rutgers University) In this video, Dr. Karen Sanchez introduces the Languages Across the Curriculum program at Rutgers U. You will see a number of Ts taking part in a program to incorporate many aspects of culture and other subjects into their work. The TL is Spanish, but the same concepts apply to any lg.

4 1 Programs Related to CBI Before the Video (2:25) Things to look for What subject areas do they incorporate into language teaching? What kind of activities are included in the program, and why? What are the differences between this LAC program and more traditional classrooms? How do the instructor and trainees learn from each other?

4 1 Programs Related to CBI CBI has influenced numerous programs On my web site you can watch videos to learn more about: Immersion Education Bilingual Immersion English for Academic Purposes (EAP) Sheltered Instruction (SIOP)

Project 1: Poster Session
5 1 Project 1: Poster Session Presentation Overview In week 11 of the course we will have our first offline assessment day. For this assignment, each of you will prepare a poster that for one of the methods that we’ve studied.

important information.
5 1 Poster Presentation Creating an Effective Poster & Presentation Step 1: Consider Your Presentation Requirements. Which are answering these 3 Qs What is significant about the method? Why did you pick it? How will you use it in your future teaching? You only have 3 minutes!! So, choose only the most important information. Progress Check: explain plan by 65

Poster Presentation 5 1 Introduction to Project #1
1. Choose One of the methods we have studied this semester. You will need to answer these Qs: What is significant about the method? Why did you pick it? How will you use it in your future teaching? 2. I will grade both the design of the poster and the 3 minute presentation Progress Check: explain plan by 66

Decide what needs to be on the poster
5 1 Poster Presentation Creating an Effective Poster Step 2: Organize Your Information Title (name of your method or approach) Introduction: give quick overview Method: What & Why Activities: How will you use in future Conclusion: One sentence summary and/or a short concluding remark Decide what needs to be on the poster Progress Check: explain plan by 67

Pictures of past posters are available
5 1 Poster Presentation Creating an Effective Poster Step 3: Design the Poster Design for Impact (use colors effectively) Leave Space (makes poster easier to follow) Use easy to read fonts / written scripts Use graphic organizers & images (draw attention the important information) Pictures of past posters are available on my website. Progress Check: explain plan by 68

4 1 Project 1: Poster Session Assessment Guidelines Assessment Guidelines (1/3 + 2/3) 33% of your grade is based on the poster 67% of your grade is based on your presentation Do you answer the 3 questions about your method? Is you poster and presentation accurate in its information?

4 1 Project 1: Poster Session Additional Information We will have 3 groups and 3 Ss present at the same time. One student from each group will display their posters on the wall. First, you present to your group, then you will give the same presentation two more times to Ss in the other groups. The presenter stays in front or his or her poster and gives the same presentation to different groups.

Homework Questions 6 1 Question #1
What are the main features of Whole Language Approach? What other methods have we studied have similar beliefs? Progress Check: explain plan by 71

What are the main principles of CBI? How is it similar to and different from CLT? (Try to give some specific examples.) Progress Check: explain plan by 72

What role does prior knowledge play in content based instruction? How does this relate to the concept of schema? (Hint: Schema has to do with knowledge in you native language or L1) Progress Check: explain plan by 73

Next Week Task-Based Learning

TESOL Methodology Week 9: Lecture A Review Quiz: CLT

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