Presentation on theme: "An Overview of Teaching Meghan Kurtz EDU 415/515."— Presentation transcript:
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!
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