5 th International Teachers Conference Singapore October 2009 Teaching Science and Languages English as a Second Language

Workshop Sessions English as a Second Language Session 1: Teaching and Learning –Teaching and assessment to support language learning Session 2: Reading –Encouraging active learning of a receptive skill Session 3: Writing –Supporting the development of writing skills and exploring the link with reading

Workshop Sessions English as a Second Language Session 4: Listening –Encouraging active listening as support to the development of speaking skills Session 5: Speaking –Building students confidence and utilising the link with the other skills Session 6: Science and Languages –Developing language skills to support other areas of the curriculum

Session one: Teaching and Learning - Introductions - Expectations - Aims of the sessions

Aims of the sessions - To gain an overview of teaching methods and assessment strategies to support learning - To be able to translate ideas into classroom- specific activities

Diversity in learning and learners What? How? Why? (Activity 1)

Effective language learning Exposure Use Motivation Instruction (Activity 2)

E2L Syllabus: Introduction Not a first language Practical communication Language of study

E2L Syllabus: Aims Practical communication Further study / employment Skills acquisition Personal development (Activity 3 – Handout 1)

Assessment Strategies Formative and summative assessment –Teacher assessment and feedback –Self assessment and target setting –Peer assessment and feedback –Group/class assessment and feedback –Use of assessment grid (Activity 4 – Handout 2)

Session two: Reading Encouraging active learning of a receptive skill

The six components of fluent academic reading Automatic recognition ability Vocabulary and structural knowledge Formal discourse structure knowledge Content/world background knowledge Evaluation processes/strategies Comprehension monitoring (Activity 5)

Whites four stages for active reading Stage 1: arouse the students interest Stage 2: give them points to search for Stage 3: encourage discussion Stage 4: develop into writing (Activity 6 – Handout 3)

Assessment Objectives: Reading Candidates will be assessed on their ability to: R1: understand and respond to information presented in a variety of forms R2: select and organise material relevant to specific purposes R3: recognise, understand and distinguish between facts, ideas and opinions R4: infer information from texts (Activity 7 – Handout 4)

Session three: Writing Supporting the development of writing skills Exploring the link with reading

Some L2 learners consider writing to be the easier of the two productive skills to acquire because it allows them time to consciously access and edit language elements at different levels ( M. Saville-Troike 2002) (Activity 8)

Supporting the development of writing skills Providing students with topics that are relevant and interesting to them Ensuring students have some previous knowledge or experience of the topic Giving students some sort of motivation for writing Providing students with time to prepare (Activity 9)

Assessment Objectives: Writing Candidates will be assessed on their ability to: W1: communicate clearly, accurately and appropriately W2: convey information and express opinions effectively W3: employ and control a variety of grammatical structures W4: demonstrate knowledge and understanding of a range of appropriate vocabulary W5: observe conventions of paragraphing, punctuation and spelling W6: employ appropriate register/style (Activity 10 – Handout 3)

Session four: Listening Encouraging active listening Supporting the development of speaking skills

Encouraging active listening and exploring links with other skills glishhttp:// glish –Pre-listening (link with reading and speaking) –While-listening (use of questions) –post-listening (link with speaking and writing)

Assessment Objectives: Listening Candidates will be assessed on their ability to: L1: understand and respond to information presented in a variety of forms L2: recognise, understand and distinguish between facts, ideas and opinions L3: select and organise material relevant to specific purposes L4: infer information from texts (Activity 11 – Handout 5)

Session five: Speaking Exploring the link with other skills Building students confidence

Creating opportunities for speaking in the classroom Free discussion Role play Classroom language Gap activity Integrated speaking (Activity 12)

Assessment Objectives: Speaking Candidates will be assessed on their ability to: S1: communicate clearly, accurately and appropriately S2: convey information and express opinions effectively S3: employ and control a variety of grammatical structures S4: demonstrate knowledge of a range of appropriate vocabulary S5: engage in and influence the direction of conversation S6: employ suitable pronunciation and stress patterns (Activities 13 to 15 – Handouts 6 & 7)

Session six: Science and Languages There can be no science without reading, talking and writing. (Jonathan Osborne)

The Language of Science Vocabulary Grammar Language in science learning The language barrier Language development strategies

Science across the World –Supporting languages teaching strategies –Language for thinking Key words/phrases recognition (Activities 16 & 17 – Handout 8)

Content Integrated Language Learning Joint lesson planning –Requirements of both subjects –Content and language –Cross-curricular support –Learning outcomes (Activity 18 – Handouts 9 & 10)

The beauty of language A world of opportunities –Communication –Study / employment –Transferable skills –Personal development