Environmental Print – Have students identify and copy signs they find interesting
3 Americans sit on a bench Bilingual and trilingual students Three Americans sit on a bench in Bern, Switzerland. Along comes a Swiss and asks Entschuldigung, sprechen Sie Deutsch? One American answers, Dutch, sorry, we don’t speak Dutch. So the Swiss gentleman asks, Parlez-vous français, alors? Naw, says the other, American it’s a sissy language, we don’t speak French. The Swiss tries again, Parlate italiano? Well, we can say pizza and pinot greegeeo if that helps. The Swiss gives it one more try, knowing how close to Mexico the US is, ʖPero – ustedes hablan espanol, no? Nada, nix, zilch comes the answer. The Swiss shakes his head in wonderment and gets back on his bicycle. Mhmm, says the first American to the second, maybe we should consider learning another language? To which the second replies, Why? This guys spoke 4 languages – didn’t do him any good.
My Goal To help each of you to find your cape and fly as high as possible
Session Flow Community Building and Persistence – Angelina Mango What Works in Student-Centered Instruction, Connecting Language, Literacy and Culture – Love Potion # 9 – Video-based scenario: “Welcome Parents” Student-generated projects : Science, Art, Food
Community building Lego Representation of M.C. Escher’s Relativity
Persistence through Community Building Use pair and small group activities Create a buddy system and “welcome team” Emphasize a motto : “All for One and One for All” Do Collaborative projects Introduce Class Rules – Some set by program – Others generated by students Set daily routines and have students give 1-3 minute presentations: What’s New? In your life – the community – at work High Expectations and High Support
Community Building Through interactive role play
My Name is Angelina Mango Favorite Actor Opposite Sex Favorite Fruit Favorite number (1-20) Place been wanting to visit Dream job to have one day
From Classroom to Community Structured assignments Achievement charts Program as language lab How did you get your job? Students as ethnographers Virtual visits on the web
A Better Community In our community I think should have cleaner streets. People should know it’s important for our health. In our community we should have more swimming pools so our children are not in the streets. In our community we should have good friendly neighbors because we have to be united. In our community we should have natural gas because is cheaper than butane gas. The community needs more jobs because a lot people don’t have work and a lot factories are closed. In our community we need transportation because a lot people don’t have cars and some don’t drive. If drivers speak Spanish and English, it would be better.
The Lovely Family Home We called it the lovely family home because we always love, try to give help, support, and have fun with each other. Maria I. Mendoza
My Wonderful Home My home is made of love, tears, and sacrifice. That is why we love it and take care of it. Each corner has something special. For example, the flower pot means happiness. My happiness is there because my husband and children are there. Martina Vazquez
What Works in Adult ESL 4 year national study 40 programs 500 students 20 languages Pre-and post Classroom observations Extensive coding
Major Findings Strategic and judicious use of the native language – Preview/review Varied practice and interaction – Non-structured communication AND how English works Bringing the outside in Other Studies: Peer to peer interactions (reciprocal teaching) Explicit teaching of learning strategies
How Language Works Varied Practice and Interaction Discovery Grammar
Varied Interaction and Practice Heide lebt in Deutschland Heide heiratet einen Amerikaner Heide hat ein Kind - Sylvia Heide fliegt nach Amerika %%%% Heide und der Amerikaner (Norman) heiraten Heide und Norman fliegen nach Amerika Heide und Sylvia leben jetzt in Kalifornien In the bilingual brain both language systems are activated
Connecting the Pieces ESL by Design Activate Background Knowledge Activate Background Knowledge Present Information (Listening – Speaking) Present Information (Listening – Speaking) Present Information (Reading – Writing) Present Information (Reading – Writing) Discussion Comprehension Check Discussion Comprehension Check Highlight Lesson Focus and Model the Task Highlight Lesson Focus and Model the Task Small Group Work Small Group Work Highlight How English Works Highlight How English Works Quick Check and Review Quick Check and Review Break Guided Practice
What Do You See? working with compelling visuals
I took my troubles down to Madame Rue You know that gypsy with the gold-capped tooth She's got a pad down on Thirty-Fourth and Vine Sellin' little bottles of Love Potion Number Nine I told her that I was a flop with chicks I've been this way since 1956 She looked at my palm and she made a magic sign She said "What you need is Love Potion Number Nine“ She bent down and turned around and gave me a wink She said "I'm gonna make it up right here in the sink" It smelled like turpentine, it looked like Indian ink I held my nose, I closed my eyes, I took a drink … but when I kissed the cop at 34 th and Vine He broke my little bottle of … Love Potion Number Nine Original Lyrics by Jerry Leiber and Mike Stoller. It was initially recorded by The Clovers, and later by the Searchers
Connecting Language and Culture We Are New York Videos are available on YouTube
Welcome Parents We Are New York ESL Learning Series – Discuss!
Students work in teams to create a science project They present their team project to their classmates They set up the projects in a common area Other classes and staff walk by, hear the presentation, and ask questions Science Project Successful family literacy projects
Art Gallery Project Teacher introduces art Students select their favorite Students research artist Class created a Gallery Walk Students explain their picture to audience as they walk by